学生教师作为学校的在职教师：社会支持对学生教师的教学活动与工作压力之间关系的调节作用

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-05-22 DOI:10.1016/j.tate.2024.104633

André Meyer , Eric Richter , Sebastian Kempert

{"title":"学生教师作为学校的在职教师：社会支持对学生教师的教学活动与工作压力之间关系的调节作用","authors":"André Meyer , Eric Richter , Sebastian Kempert","doi":"10.1016/j.tate.2024.104633","DOIUrl":null,"url":null,"abstract":"<div><p>Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teaching independently) are related to higher work-related stress. While social support from colleagues moderates this relationship, student teachers’ self-efficacy beliefs do not.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24001653/pdfft?md5=2f7ac49ca0ce616be661d360fac896a3&pid=1-s2.0-S0742051X24001653-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers’ instructional activities and their work-related stress\",\"authors\":\"André Meyer , Eric Richter , Sebastian Kempert\",\"doi\":\"10.1016/j.tate.2024.104633\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teaching independently) are related to higher work-related stress. While social support from colleagues moderates this relationship, student teachers’ self-efficacy beliefs do not.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24001653/pdfft?md5=2f7ac49ca0ce616be661d360fac896a3&pid=1-s2.0-S0742051X24001653-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24001653\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24001653","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

教师短缺导致学校用尚未完全合格但在学校兼职的学生教师来填补空缺职位。当学生教师开始在课堂上工作时，他们面临着职业挑战，这可能会导致与工作相关的压力。根据工作需求-资源（JD-R）模型的假设，我们对德国的 172 名学生教师进行了调查，发现更复杂的教学活动（如独立教学）与更高的工作压力有关。来自同事的社会支持调节了这种关系，但学生教师的自我效能感却没有调节这种关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers’ instructional activities and their work-related stress

Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands–resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teaching independently) are related to higher work-related stress. While social support from colleagues moderates this relationship, student teachers’ self-efficacy beliefs do not.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.