Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns

Autor/inn/en	Klussman, Uta; Kunter, Mareike; Trautwein, Ulrich; Ludtke, Oliver; Baumert, Jurgen
Titel	Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns
Quelle	In: Journal of Educational Psychology, 100 (2008) 3, S.702-715 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.3.702
Schlagwörter	Foreign Countries; Mathematics Teachers; Motivation; Teaching (Occupation); Psychological Patterns; Fatigue (Biology); Job Satisfaction; Profiles; Teacher Effectiveness; Teacher Evaluation; Germany + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; psychologische; Motivation (psychologisch); Teaching; Lehrberuf; Fatigue; Ermüdung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Charakterisierung; Profilanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Deutschland
Abstract	Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self regulatory data from 1,789 German mathematics teachers were subjected to a latent profile analysis, yielding four self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned) that differed significantly on emotional exhaustion and job satisfaction. In Part 2, the association between teachers' self-regulatory type and instructional performance was examined in a subsample of 318 teachers. Results showed that teachers' self-regulatory type predicted the quality of instruction in three of the four aspects of instructional performance examined. Moreover, teachers' self-regulatory type was systematically linked to differences in students' motivation. No association was found between teacher self-regulation and student achievement. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10