Emotionales Erleben von Lehrkräften beim Unterrichten
Abstract
Zusammenfassung. Ziel dieser Studie war es, das Ausmaß an Variabilität des Erlebens von Freude, Angst und Ärger bei Lehrkräften zu ermitteln, das auf ihre Persönlichkeit, das Unterrichtsfach (hier: Mathematik vs. Physik) und die jeweils unterrichtete Klasse zurückzuführen ist. Zudem wurde der Einfluss von Person- und Kontextmerkmalen auf das emotionale Erleben beim Unterrichten untersucht. 59 Gymnasiallehrkräfte (9 weiblich) gaben anhand von einem Fragebogen sowie einem Tagebuch Auskunft über ihre Unterrichtsemotionen in jeweils vier ihrer Klassen (zwei Mathematik-, zwei Physikklassen). Mehrebenenanalytische Varianzanalysen zeigten, dass insbesondere Angst, aber auch Freude, stärker person- und weniger kontextspezifisch sind, während Ärger in gleichen Teilen von der Lehrerpersönlichkeit wie von der jeweils unterrichteten Klasse abhängt. Eine Fachspezifität unterrichtsbezogener Emotionen ließ sich bei Kontrolle der Klassenspezifität nicht nachweisen. Mehrebenen-Regressionen lieferten Hinweise darauf, dass das emotionale Erleben der Lehrkräfte von ihren Kontrollüberzeugungen, aber auch von der Größe der Klassen und vom in den jeweiligen Stunden vorherrschenden Verständnis-, Motivations- und Disziplinniveau abhängt. Die Bedeutsamkeit der Befunde für die Unterrichtspraxis wird diskutiert.
Abstract. This study aimed at determining the degree of variability of teachers' emotions during teaching which is attributable to teacher personality, to the subject taught (here: math vs. science), and to the group of students taught. In addition, we analyzed how personal and contextual characteristics influenced the teachers' emotional experiences. 59 secondary school teachers (9 female) rated their experience of enjoyment, anxiety, and anger during teaching with a questionnaire and a diary in reference to four different groups of students (two math and science each). Multilevel analysis of variance showed that anxiety and enjoyment were more person- than context-specific, while anger was equally dependent on the teachers' personality and on the specific group of students taught. The emotional experiences during teaching were not subject-specific when controlling for context specificity. Multilevel regression analyses provided evidence that teachers' emotional experiences are related to their locus of control regarding teaching success, but also to class size and to the levels of student understanding, motivation and discipline during the lessons. The relevance of the findings for educational practice are discussed.
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