What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles.

Autor/inn/en	Schmidt, Juliane; Klusmann, Uta; Lüdtke, Oliver; Möller, Jens; Kunter, Mareike
Titel	What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles.
Quelle	In: Contemporary educational psychology, (2017) 48, S. 85-97Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2016.09.004
Schlagwörter	Tagebuch; Persönlichkeitsmerkmal; Wohlbefinden; Sozialisation; Alltag; Belastung; Beruf; Lehrer; Sozialisation; Stress; Tagebuch; Berufsanfänger; Wohlbefinden; Erschöpfung; Lehrer; Stress; Erschöpfung; Beruf; Alltag; Aufgabenstellung; Belastung; Berufsanfänger
Abstract	In explaining beginning teachers' stress, [...] the present study focused on the day-to-day experience. The aim of the current study was (a) to identify the task-related daily uplifts and hassles of beginning teachers, (b) to examine the association of daily uplifts and hassles with teachers' socio-demographic and personality characteristics, and (c) to investigate the effect of daily uplifts and hassles on teachers' emotional exhaustion. The sample consisted of 141 beginning teachers up to four years in the profession who completed an online diary for 14 consecutive days. Results showed that most daily uplifts and hassles were related to teaching in class and interacting with colleagues. Both hassles and uplifts showed only a few unsystematic correlations with teachers' characteristics. However, daily uplifts and hassles significantly explained beginning teachers' daily emotional exhaustion. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1