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Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction
Teaching and Teacher Education ( IF 3.782 ) Pub Date : 2021-04-24 , DOI: 10.1016/j.tate.2021.103345
Julian Burger , Henrik Bellhäuser , Margarete Imhof

School-based mentoring is a key component of support during the challenging teacher induction phase, but different counseling approaches vary in their effectiveness in fostering novices’ well-being. This study investigates effects of two distinct mentoring approaches on emotional exhaustion by considering their potential to address mentees’ basic needs. Data stem from 579 beginning teachers enrolled in the German practical training period. Structural equation modeling indicates that constructivist-oriented mentoring lowers level of exhaustion by supporting mentees’ autonomy need satisfaction. Results do not indicate an effect of transmission-oriented mentoring on mentees’ well-being. Implications for mentoring practice and future directions are discussed.



中文翻译:

指导风格和新手教师的幸福感:基本需求满意度的作用

在充满挑战的教师入职阶段,校本辅导是支持的关键组成部分,但是不同的辅导方法在培养新手的福祉方面的效果各不相同。这项研究通过考虑两种潜在的解决方案来满足受训者的基本需求,研究了两种不同的指导方法对情绪衰竭的影响。数据来自579名在德国实践培训期间入学的初任教师。结构方程模型表明,以建构主义为导向的指导通过支持受训者的自主性可以降低疲劳程度。结果并未表明以传播为导向的指导对受训者的幸福感没有影响。讨论了指导实践的含义和未来的方向。

更新日期:2021-04-24
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