"Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher

Journal article


Dicke, Theresa, Holzberger, Doris, Kunina-Habenicht, Olga, Linninger, Christina, Schulze-Stocker, Franziska, Seidel, Tina, Terhart, Ewald, Leutner, Detlev and Kunter, Mareike. (2016). "Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher. Psychologie in Erziehung und Unterricht. 63(4), pp. 244 - 257. https://doi.org/10.2378/peu2016.art20d
AuthorsDicke, Theresa, Holzberger, Doris, Kunina-Habenicht, Olga, Linninger, Christina, Schulze-Stocker, Franziska, Seidel, Tina, Terhart, Ewald, Leutner, Detlev and Kunter, Mareike
Abstract

Beginning teachers are often associated with high strain and the so called reality shock. Although the German teacher induction process is supposed to ensure a smooth transition to becoming a teacher it is often a subject to criticism. Thus, in 2009 a reform of teacher induction was initiated. Applying a quasi-experimental (contrasting the last cohort before and the first after reform) pre-post-post design the current study examines the development of emotional exhaustion at the beginning (Time 1) and end (Time 2) of induction time, and after having worked as fully licensed teacher for one year (Time 3) for beginning teachers in North Rhine-Westphalia (N = 1,749). Results of latent change models provided evidence for a second reality shock; following an initial decrease during induction time, emotional exhaustion increased after the first year of fully licensed teaching. Neither the reform nor school type revealed any influencing effects on this development.

KeywordsEmotional exhaustion; latent change; teacher induction
Year2016
JournalPsychologie in Erziehung und Unterricht
Journal citation63 (4), pp. 244 - 257
PublisherErnst Reinhardt Verlag
ISSN0342-183X
Digital Object Identifier (DOI)https://doi.org/10.2378/peu2016.art20d
Scopus EID2-s2.0-84990208173
Page range244 - 257
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Additional information

Alternative title: "Doppelter Praxisschock" auf dem Weg ins Lehramt? Verlauf und potenzielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt

Place of publicationGermany
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Lenske, Gerlinde, Thillmann, Hubertina, Wirth, Joachim, Dicke, Theresa and Leutner, Detlev. (2015). Pedagogical professional knowledge of teachers: Evaluation of the ProwiN-tests [Padagogisch-psychologisches Professionswissen von Lehrkraften: Evaluation des ProwiN-Tests]. Zeitschrift fur Erziehungswissenschaft. 18(2), pp. 225 - 245. https://doi.org/10.1007/s11618-015-0627-5
Assessing teachers' educational knowledge: Construct specification and validation using mixed methods
Linninger, Christina, Kunina-Habenicht, Olga, Emmenlauer, Simone, Dicke, Theresa, Schulze-Stocker, Franziska, Leutner, Detlev, Seidel, Tina, Terhart, Ewald and Kunter, Mareike. (2015). Assessing teachers' educational knowledge: Construct specification and validation using mixed methods. Zeitschrift fuer Entwicklungspsychologie und Paedagogische Psychologie. 47(2), pp. 72 - 83. https://doi.org/10.1026/0049-8637/a000126
Reducing reality shock: The effects of classroom management skills training on beginning teachers
Dicke, Theresa, Elling, Jill, Schmeck, Annett and Leutner, Detlev. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education. 48(1), pp. 1 - 12. https://doi.org/10.1016/j.tate.2015.01.013
Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge
Dicke, Theresa, Parker, Philip D., Holzberger, Doris, Kunina-Habenicht, Olga, Kunter, Mareike and Leutner, Detlev. (2015). Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology. 41, pp. 62 - 72. https://doi.org/10.1016/j.cedpsych.2014.11.003
Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
Lohse-Bossenz, Hendrik, Kunina-Habenicht, Olga, Dicke, Theresa, Leutner, Detlev and Kunter, Mareike. (2015). Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior. Studies in Educational Evaluation. 44, pp. 36 - 49. https://doi.org/10.1016/j.stueduc.2015.01.001
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
Dicke, Theresa, Parker, Phillip David, Marsh, Herbert Warren, Kunter, Mareike, Schmeck, Annett and Leutner, Detlev. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology. 106(2), pp. 569 - 583. https://doi.org/10.1037/a0035504
Occupational well-being and motivation of those in the helping professions [Reference]
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Which educational topics are important for teacher training? - Results of a Delphi study [Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie]
Kunina-Habenicht, Olga, Lohse-Bossenz, Hendrik, Kunter, Mareike, Dicke, Theresa, Forster, Doris, Gossling, Jill, Schulze-Stocker, Franziska, Schmeck, Annett, Baumert, Jurgen, Leutner, Detlev and Terhart, Ewald. (2012). Which educational topics are important for teacher training? - Results of a Delphi study [Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie]. Zeitschrift fur Erziehungswissenschaft. 15(4), pp. 649 - 682. https://doi.org/10.1007/s11618-012-0324-6