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Year 2023, Volume: 12 Issue: 3, 261 - 268, 31.12.2023

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References

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  • Bredehöft, F. & Walkenhorst, U. (2021). Die Wirksamkeitsevaluation einer Reflexionsgruppe im Osnabrücker Portfolio-Projekt. In Y. Völschow & K. Kunze (Hrsg.), Reflexion und Beratung in der Lehrerinnen- und Lehrerbildung: Beiträge zur Professionalisierung in der Aus- und Fortbildung von Lehrkräften: Beiträge zur Professionalisierung von Lehrkräften (S. 217-234). Opladen: Barbara Budrich.
  • Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19(4), 381-395. https://doi.org/10.1016/S0742-051X(03)00023-4
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/doi/10.1037/a0029356
  • Deci, E. L., & Ryan, R. M. (2000). The „what“ and „why“ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
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  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 463–73). Oxford University Press.
  • Diener, E., Sandvik, E., Pavot, W., & Gallagher, D. (1991). Response artifacts in the measurement of subjective well-being. Social Indicators Research, 24, 35-56. https://doi.org/10.1007/BF00292649
  • Diener, E., and Scollon, C. N. (2014). The what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology, 41, 175-183. https://doi.org/10.1177/0098628314530346
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Everitt, B. S., & Skrondal, A. (2010). The Cambridge Dictionary of Statistics. Cambridge University Press
  • Fabrigar, L. R., Wegener D. T., MacCallum R. C., Strahan E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. New York, NY: Oxford University Press.
  • Fatima, S. F., & Wolf, S. (2020). Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana. Research in Comparative and International Education, 15(4), 414-436. https://doi.org/10.1177/1745499920926792
  • Field, A. (2009). Discovering statistics using SPSS. London and New York: Sage.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: An International Journal, 30(8), 821-835. https://doi.org/10.2224/sbp.2002.30.8.821
  • Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.
  • Grob, U., & Maag Merki, K. (2001). Überfachliche Kompetenzen. Theoretische Grundlagen und empirische Erprobung eines Indikatorensystems. Berlin: Peter Lang.Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010
  • Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
  • Harrington, R., & Loffredo, D. A. (2010). Insight, rumination, and self-reflection as predictors of well-being. The Journal of Psychology, 145(1), 39-57. https://doi.org/10.1080/00223980.2010.528072
  • Harrington, R., Loffredo, D. A., & Perz, C. A. (2016). Dispositional mindfulness facets and self-insight as predictors of subjective well-being: An exploratory analysis. North American Journal of Psychology, 18(3), 469-482.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
  • Henry, C. (1999). The role of reflection in student teachers' perceptions of their professional development. Art Education, 52(2), 14-20. https://doi.org/10.1080/00043125.1997.11650891
  • Holden, R. R., Fekken, G. C., & Cotton, D. H. G. (1991). Assessing psychopathology using structured test-item response latencies. Psychological Assessment, 3, 111-118. http://dx.doi.org/10.1037/1040-3590.3.1.111
  • Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
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The importance of job-related self-insight, not self-reflection, for well-being and burnout in student teachers

Year 2023, Volume: 12 Issue: 3, 261 - 268, 31.12.2023

Abstract

The present study aims to explain the relationship between the need for self-reflection, job-related self-reflection, job-related self-insight, and well-being as well as burnout in student teachers. A cross-sectional study of 607 student teachers in Germany reveals that job-related self-insight, but not job-related self-reflection nor the need for self-reflection, significantly predicts levels of well-being and burnout. The study results imply that gaining insight into one's career choice and one's strengths and weaknesses concerning the teaching profession are important factors in predicting well-being and burnout. Student teachers with high levels of job-related insight may be more inclined to embrace their impending responsibilities as educators, feel satisfied with their career decision, recognize their individual professional skills and development opportunities, be aware of the challenges associated with the teaching profession, and have appropriate mechanisms for overcoming these challenges or know how to cultivate such mechanisms. In this way, job-related insight might serve as a resilience factor in maintaining long-term employability. Interventions should aim to enhance student teachers' job-related insight by having participants engage in guided self-reflection on topics relevant to their professional advancement, facilitating exploration of the challenges individuals face as they begin their teaching careers, particularly in the early stages.

Ethical Statement

All subjects gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki. No funding was provided for the research project.

References

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  • Bakker, A.B. and Oerlemans, W. (2011). Subjective well-being in organizations. In K.S. Cameron & G.M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 178-189). Oxford University Press.
  • Bartlett, M. S. (1954). A note on the multiplying factors for various χ 2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 296-298.
  • Bredehöft, F. & Walkenhorst, U. (2021). Die Wirksamkeitsevaluation einer Reflexionsgruppe im Osnabrücker Portfolio-Projekt. In Y. Völschow & K. Kunze (Hrsg.), Reflexion und Beratung in der Lehrerinnen- und Lehrerbildung: Beiträge zur Professionalisierung in der Aus- und Fortbildung von Lehrkräften: Beiträge zur Professionalisierung von Lehrkräften (S. 217-234). Opladen: Barbara Budrich.
  • Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19(4), 381-395. https://doi.org/10.1016/S0742-051X(03)00023-4
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/doi/10.1037/a0029356
  • Deci, E. L., & Ryan, R. M. (2000). The „what“ and „why“ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dekovic, M., Janssens, J. M. A. M., & Gerris, J. R. M. (1991). Factor structure and construct validity of the Block Child Rearing Practices Report (CRPR). Psychological Assessment, 3, 182-187. http://dx.doi.org/10.1037/1040-3590.3.2.182
  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath & Co Publishers.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 463–73). Oxford University Press.
  • Diener, E., Sandvik, E., Pavot, W., & Gallagher, D. (1991). Response artifacts in the measurement of subjective well-being. Social Indicators Research, 24, 35-56. https://doi.org/10.1007/BF00292649
  • Diener, E., and Scollon, C. N. (2014). The what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology, 41, 175-183. https://doi.org/10.1177/0098628314530346
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Everitt, B. S., & Skrondal, A. (2010). The Cambridge Dictionary of Statistics. Cambridge University Press
  • Fabrigar, L. R., Wegener D. T., MacCallum R. C., Strahan E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory factor analysis. New York, NY: Oxford University Press.
  • Fatima, S. F., & Wolf, S. (2020). Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana. Research in Comparative and International Education, 15(4), 414-436. https://doi.org/10.1177/1745499920926792
  • Field, A. (2009). Discovering statistics using SPSS. London and New York: Sage.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: An International Journal, 30(8), 821-835. https://doi.org/10.2224/sbp.2002.30.8.821
  • Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.
  • Grob, U., & Maag Merki, K. (2001). Überfachliche Kompetenzen. Theoretische Grundlagen und empirische Erprobung eines Indikatorensystems. Berlin: Peter Lang.Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892. https://doi.org/10.1016/j.tate.2008.02.010
  • Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. https://doi.org/10.1080/13540602.2018.1465404
  • Harrington, R., & Loffredo, D. A. (2010). Insight, rumination, and self-reflection as predictors of well-being. The Journal of Psychology, 145(1), 39-57. https://doi.org/10.1080/00223980.2010.528072
  • Harrington, R., Loffredo, D. A., & Perz, C. A. (2016). Dispositional mindfulness facets and self-insight as predictors of subjective well-being: An exploratory analysis. North American Journal of Psychology, 18(3), 469-482.
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
  • Henry, C. (1999). The role of reflection in student teachers' perceptions of their professional development. Art Education, 52(2), 14-20. https://doi.org/10.1080/00043125.1997.11650891
  • Holden, R. R., Fekken, G. C., & Cotton, D. H. G. (1991). Assessing psychopathology using structured test-item response latencies. Psychological Assessment, 3, 111-118. http://dx.doi.org/10.1037/1040-3590.3.1.111
  • Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
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There are 71 citations in total.

Details

Primary Language English
Subjects Teacher and Student Wellbeing
Journal Section Research Article
Authors

Franziska Bredehöft 0009-0003-8010-4992

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 3

Cite

APA Bredehöft, F. (2023). The importance of job-related self-insight, not self-reflection, for well-being and burnout in student teachers. Journal of Teacher Education and Educators, 12(3), 261-268.