Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-26 DOI:10.1016/j.tate.2025.105217

Hannah Kirschning , Andrea Bernholt , Tabea Kauper , Jens Möller , Friederike Zimmermann

引用次数: 0

Abstract

This research examines the importance of affective-motivational competence components (constructivist beliefs, teaching enthusiasm, teaching reflection) at the end of teachers' induction program for instructional quality from students' perspective (cognitive activation, classroom management, student support) and well-being from teachers' perspective (work engagement, burnout) after 20 months in profession. German beginning teachers (N = 55) and their 2453 students (grades 5–12; 1–3 classes per teacher) were analyzed. Multilevel path analyses revealed teaching enthusiasm enhanced cognitive activation, student support and work engagement, and reduced burnout. Teaching reflection positively contributed to work engagement. Findings highlight the importance of beginning teachers’ enthusiasm and reflection for instructional behavior and well-being.

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引导起点：情感动机能力驱动初任教师的教学质量和职业幸福感

本研究考察了教师入职20个月后，情感动机能力成分（建构主义信念、教学热情、教学反思）对学生视角下的教学质量（认知激活、课堂管理、学生支持）和教师视角下的幸福感（工作投入、职业倦怠）的重要性。对55名德国初任教师及其2453名学生（5-12年级，每名教师1-3节课）进行分析。多层次路径分析显示，教学热情可以提高认知激活、学生支持和工作投入，并降低职业倦怠。教学反思对工作投入有积极作用。研究结果强调了初任教师的热情和反思对教学行为和幸福感的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.