Waber, Jennifer Lina (2022). Wohlbefinden, Emotionen und soziale Beziehungen im Lehrberuf. Untersuchungen zum Wohlbefinden von Lehrpersonen und zu Emotionen und Vertrauen im Kontext sozialer Interaktionen von angehenden Lehrpersonen im Teampraktikum. (Thesis). Universität Bern, Bern
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Abstract
High-quality education systems require highly qualified, healthy, and satisfied teachers (McCallum et al., 2017; OECD, 2021). Teachers' well-being and emotions are related to the quality of their teaching (Frenzel et al., 2016) and to student achievement (Sutton & Wheatley, 2003). These factors are therefore of great importance, especially given the high rates of burnout and dropout in the teaching profession (Ingersoll & Strong, 2011). The purpose of this dissertation is twofold. First, it examines the definition, occurrence, and correlates of teachers' well-being through a systematic review (N = 98) (Publication I). Results show that teachers' well-being is defined and measured differently and that social relationships play a crucial role in teachers' well-being. Second, emotions and social relationships are highlighted during internships. Early in their education, and especially during internships, future teachers have intense emotional experiences (Raffo & Hall, 2016). These intense emotions may originate due to social interactions with fellow teachers (Parkinson, 1996). Therefore, Publication II outlines why emotions are already highly relevant to teacher education. In addition, a questionnaire survey (N = 109) and an interview study (N = 27) are conducted with pre-service teachers following team practicums. Based on the interview study, Publication III analyses pre-service teachers’ emotions in social interactions with their mentor teacher and team partner. Results indicate that pre-service teachers experience different positive and negative emotions during social interactions related to the fulfilment of or threat to their basic psychological needs. Finally, Publication IV examines trust (as a quality characteristic of successful relationships) between pre-service teachers and their mentor teacher and team partner based on questionnaire and interview responses. Results indicate that both interpersonal and professional characteristics are relevant for trust. In the discussion, results of the individual publications are connected and compared, and implications for further theoretical work, research and practice are discussed.
| Item Type: | Thesis |
|---|---|
| Dissertation Type: | Cumulative |
| Date of Defense: | 25 May 2022 |
| Subjects: | 300 Social sciences, sociology & anthropology > 370 Education |
| Institute / Center: | 07 Faculty of Human Sciences > Institute of Education |
| Depositing User: | Hammer Igor |
| Date Deposited: | 24 Jan 2023 15:32 |
| Last Modified: | 25 May 2023 22:25 |
| URI: | https://boristheses.unibe.ch/id/eprint/4028 |
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