The transition from student-teaching to full-time teaching is an understudied period in teachers’ careers. This paper uses a cumulative risk (CR) framework to assess personal and professional risks experienced by 135 student-teachers in rural Ghana during pre-service training and later as newly qualified teachers, and examines how risks relate to their professional well-being and learning outcomes of children in their classrooms. Higher CR was associated with lower teacher motivation and personal accomplishment. Furthermore, higher CR predicted lower child numeracy skills and socioemotional development over the school year. Implications for teacher professional development and improving educational quality are discussed.

中文翻译：

---

累积风险和新任教师的职业幸福感：来自加纳农村的证据

从学生教学到全日制教学的过渡是教师职业生涯中一个被忽视的时期。本文使用累积风险（CR）框架来评估加纳农村地区135名师范教师在职前培训期间以及后来成为新任教师时所经历的个人和专业风险，并研究风险如何与他们的职业健康和学习相关孩子们在教室里的学习成果。较高的CR与较低的教师动机和个人成就感相关。此外，较高的CR预测在整个学年儿童的数学能力和社会情感发展会降低。讨论了对教师专业发展和提高教育质量的影响。