Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being
Navigieren im Berufsbeginn: Affektiv-motivationale Kompetenzen von Lehrkräften zum Berufseintritt und deren Effekte auf die Unterrichtsqualität und das berufliche Wohlbefinden
Artikel in Fachzeitschrift › Forschung › begutachtet
Publikationsdaten
| Von | Hannah Kirschning, Andrea Bernholt, Tabea Kauper, Jens Möller, Friederike Zimmermann |
| Originalsprache | Englisch |
| Erschienen in | Teaching and Teacher Education, 168, Article 105217 |
| Herausgeber (Verlag) | Elsevier |
| ISSN | 0742-051X, 1879-2480 |
| DOI/Link | https://doi.org/10.1016/j.tate.2025.105217 |
| Publikationsstatus | Veröffentlicht – 12.2025 |
This research examines the importance of affective-motivational competence components (constructivist beliefs, teaching enthusiasm, teaching reflection) at the end of teachers’ induction program for instructional quality from students’ perspective (cognitive activation, classroom management, student support) and well-being from teachers’ perspective (work engagement, burnout) after 20 months in profession. German beginning teachers (N = 55) and their 2453 students (grades 5–12; 1–3 classes per teacher) were analyzed. Multilevel path analyses revealed teaching enthusiasm enhanced cognitive activation, student support and work engagement, and reduced burnout. Teaching reflection positively contributed to work engagement. Findings highlight the importance of beginning teachers’ enthusiasm and reflection for instructional behavior and well-being.
