Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

Abstract

The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers. © The Author(s) 2023.

Keywords

Author Keywords

stress Teacher Induction work experience Mentors Professional relationship Trainee teachers

Index Keywords

Author Affiliations

Chair of Economic and Business Education (560A), Universität Hohenheim, Stuttgart, Baden-Wurttemberg, Germany

Department of Empirical Educational Research, Universität Konstanz, Konstanz, Baden-Wurttemberg, Germany

Kassel, Hessen, Germany

Chair of Human Resource Development, Universität Konstanz, Konstanz, Baden-Wurttemberg, Germany

Funding & Acknowledgements

Universität Konstanz

Open Access funding enabled and organized by Projekt DEAL. This work was funded by the \"Young Scholar Fund within the Excellence Strategy of the University of Konstanz, Germany\".

References 10 References

1 Padagogische Entwicklungsbilanzen an Studienseminaren Peb Sem Auswahl Und Statistische Analyse Der Erhebungsinstrumente Pedagogical Development Measures at Study Seminars Pdm Sem, (2009)

2 European Journal of Education Studies, (2022)

3 Engagement Und Beanspruchung Von Lehrpersonen in Der Phase Des Berufseintritts Die Bedeutung Von Zielorientierungen Selbstwirksamkeitserwartungen Und Personlichkeitsmerkmalen Im Jd R Modell, (2019)

4 Handbook of Adult and Continuing Education, (2021)

5 Mplus Web Notes, (2014)

6 Asparouhov, Tihomir, Auxiliary Variables in Mixture Modeling: Three-Step Approaches Using Mplus, Structural Equation Modeling, 21, 3, pp. 329-341, (2014)

7 Ballantyne, Julie, Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education, International Journal of Music Education, 25, 3, pp. 181-191, (2007)

8 Ballantyne, Julie, Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock, Frontiers in Psychology, 10, (2020)

9 Beltman, Susan, Thriving not just surviving: A review of research on teacher resilience, Educational Research Review, 6, 3, pp. 185-207, (2011)

10 Journal of Open Source Software, (2020)

Quick Actions

Full Text via DOI

Citation Metrics

Times Cited (Scopus)

References 10

Document Identifiers

EID 2-s2.0-85177654717
DOI 10.1007/s12186-023-09340-z
Language English

Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

How to Cite