Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Original Article

Promoting Student Teachers’ Well-Being

A Multi-Study Approach Investigating the Longitudinal Relationship Between Emotional Exhaustion, Emotional Support, and the Intentions of Dropping Out of University

Published Online:July 01, 2022https://doi.org/10.1027/2151-2604/a000495

Abstract

Abstract. Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students’ well-being.

References

  • Alles, M., Apel, J., Seidel, T., & Stürmer, K. (2019). How candidate teachers experience coherence in university education and teacher induction: the influence of perceived professional preparation at university and support during teacher induction. Vocations and Learning, 12(1), 87–112. https://doi.org/10.1007/s12186-018-9211-5 First citation in articleCrossref, Google Scholar

  • Bohndick, C. (2020). Predictors of dropout intentions in teacher education programmes compared with other study programmes. Journal of Education for Teaching, 46(2), 207–219. https://doi.org/10.1080/02607476.2020.1724652 First citation in articleCrossref, Google Scholar

  • Borgatti, S. P., Everett, M. G., & Johnson, J. C. (2018). Analyzing social networks. Sage. First citation in articleGoogle Scholar

  • Brennan, R. L., & Prediger, D. J. (1981). Coefficient kappa: Some uses, misuses, and alternatives. Educational and Psychological Measurement, 41(3), 687–699. https://doi.org/10.1177/001316448104100307 First citation in articleCrossref, Google Scholar

  • Carstensen, B., Lindner, C., & Klusmann, U. (2021). Wahrgenommene Wertschätzung im Lehramtsstudium: Fachunterschiede und Effekte auf Wohlbefinden und Abbruchintention [Perceived appreciation in teacher education: Subject differences and effects on well-being and intention to dropout]. Zeitschrift für Pädagogische Psychologie. Advance online publication. https://doi.org/10.1024/1010-0652/a000337 First citation in articleLink, Google Scholar

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834 First citation in articleCrossref, Google Scholar

  • Cilliers, J. R., Mostert, K., & Nel, J. A. (2018). Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students. South African Journal of Higher Education, 32(1), 49–70. https://doi.org/10.20853/32-1-1575 First citation in articleGoogle Scholar

  • Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education. higher education, 68(6), 927–942. https://doi.org/10.1007/s10734-014-9752-y First citation in articleCrossref, Google Scholar

  • Cortina, K. S., & Thames, M. H. (2013). Teacher education in Germany. In M. KunterJ. BaumertW. BlumU. KlusmannS. KraussM. NeubrandEds., Mathematics teacher education. Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (Vol. 14) (pp. 49–62). Springer. https://doi.org/10.1007/978-1-4614-5149-5_3 First citation in articleCrossref, Google Scholar

  • Davidov, E., Meuleman, B., Cieciuch, J., Schmidt, P., & Billiet, J. (2014). Measurement equivalence in cross-national research. Annual Review of Sociology, 40(1), 55–75. https://doi.org/10.1146/annurev-soc-071913-043137 First citation in articleCrossref, Google Scholar

  • Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499 First citation in articleCrossref, Google Scholar

  • Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223–236. https://doi.org/10.1353/csd.2005.0023 First citation in articleCrossref, Google Scholar

  • Dicke, T., Holzberger, D., Kunina-Habenicht, O., Linninger, C., & Schulze-Stocker, F. (2016). „Doppelter Praxisschock“ auf dem Weg ins Lehramt? Verlauf und potenzielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt [“Double reality shock” When becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher]. Psychologie in Erziehung und Unterricht, 63(4), 244–257. https://doi.org/10.2378/peu2016.art20d First citation in articleCrossref, Google Scholar

  • Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. https://doi.org/10.1016/j.cedpsych.2014.11.003 First citation in articleCrossref, Google Scholar

  • Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they leave? British Educational Research Journal, 42(1), 21–39. https://doi.org/10.1002/berj.3193 First citation in articleCrossref, Google Scholar

  • Enzmann, D., & Kleiber, D. (1989). Helfer-Leiden: Stress und Burnout in psychosozialen Berufen [Helpers’ ordeals: Stress and burnout in the human services professions]. Roland Asanger. First citation in articleGoogle Scholar

  • European Union. (2013). Study on policy measures to improve the attractiveness of the teaching profession in Europe. Publications Office of the European Union. https://ec.europa.eu/assets/eac/education/library/study/2013/teaching-profession2_en.pdf First citation in articleGoogle Scholar

  • Falk, S., Tretter, M., & Vrdoljak, T. (2018). Angebote an Hochschulen zur Steigerung des Studienerfolgs: Ziele, Adressaten und Best Practice [Offerings at universities to increase student success: Goals, addressees and best practice]. BMBF. First citation in articleGoogle Scholar

  • Fiorilli, C., Benevene, P., de Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02743 First citation in articleCrossref, Google Scholar

  • 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 First citation in articleCrossref, Google Scholar

  • Gibney, A., Moore, N., Murphy, F., & O’Sullivan, S. (2011). The first semester of university life; “will I be able to manage it at all?” Higher Education, 62(3), 351–366. https://doi.org/10.1007/s10734-010-9392-9 First citation in articleCrossref, Google Scholar

  • Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. https://doi.org/10.1146/annurev.psych.58.110405.085530 First citation in articleCrossref, Google Scholar

  • Gusy, B., Wörfel, F., & Lohmann, K. (2016). Erschöpfung und Engagement im Studium [Exhaustion and engagement at university]. Zeitschrift für Gesundheitspsychologie, 24(1), 41–53. https://doi.org/10.1026/0943-8149/a000153 First citation in articleLink, Google Scholar

  • Hartl, A., Holzberger, D., Hugo, J., Wolf, K., & Kunter, M. (2021). Supplemental materials to “Promoting student teachers’ well-being: A multy-study approach investigating the longitudinal relationship between emotional exhaustion, emotional support, and the intentions of dropping out of university”. https://osf.io/5kup7/ First citation in articleGoogle Scholar

  • Herfter, C., Grüneberg, T., & Knopf, A. (2015). Der Abbruch des Lehramtsstudiums – Zahlen, Gründe und Emotionserleben [Dropping out of teacher education – Numbers, reasons, and emotional experience]. Zeitschrift für Evaluation, 14(1), 57–82. First citation in articleGoogle Scholar

  • Heublein, U. (2014). Student drop-out from German higher education institutions. European Journal of Education, 49(4), 497–513. https://doi.org/10.1111/ejed.12097 First citation in articleCrossref, Google Scholar

  • Heublein, U., Ebert, J., Hutzsch, C., Isleib, S., König, R., Richter, J., & Woisch, A. (2017). Zwischen Studienerwartungen und Studienwirklichkeit: Ursachen des Studienabbruchs, beruflicher Verbleib der Studienabbrecherinnen und Studienabbrecher und Entwicklung der Studienabbruchquote an deutschen Hochschulen [Between study expectations and reality: Reasons for dropout, career retention of dropouts and development of the dropout rate at German universities]. (Vol. 1). HIS: Forum Hochschule. First citation in articleGoogle Scholar

  • Heublein, U., Hutzsch, C., Schreiber, J., Sommer, D., & Besuch, G. (2010). Ursachen des Studienabbruchs in Bachelor- und in herkömmlichen Studiengängen: Ergebnisse einer bundesweiten Befragung von Exmatrikulierten des Studienjahres 2007/08 [Causes of dropout in Bachelor’s and traditional degree programs: Results of a nationwide survey of students who dropped out in 2007/08]. (Vol. 2). HIS: Forum Hochschule. First citation in articleGoogle Scholar

  • Ingersoll, R. M., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education, University of Philadelphia. First citation in articleGoogle Scholar

  • Jungert, T., Alm, F., & Thornberg, R. (2014). Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 40(2), 173–185. https://doi.org/10.1080/02607476.2013.869971 First citation in articleCrossref, Google Scholar

  • Kassis, W., Graf, U., Keller, R., Ding, K., & Rohlfs, C. (2019). The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education. European Journal of Teacher Education, 42(3), 391–409. https://doi.org/10.1080/02619768.2019.1576624 First citation in articleCrossref, Google Scholar

  • Kienle, R., Knoll, N., & Renneberg, B. (2006). Soziale Ressourcen und Gesundheit: soziale Unterstützung und dyadisches Bewältigen [Social resources and health: Social support and dyadic coping]. In B. RennebergP. HammelsteinEds., Springer-Lehrbuch. Gesundheitspsychologie [Health Psychology] (pp. 107–122). Springer Medizin. First citation in articleGoogle Scholar

  • Kievit, R. A., Brandmaier, A. M., Ziegler, G., van Harmelen, A.-L., De Mooij, S. M. M., Moutoussis, M., Goodyer, I., Bullmore, E., Jones, P. B., Fonagy, P., The NSPN Consortium, Lindenberger, U., & Dolan, R. J. (2018). Developmental cognitive neuroscience using latent change score Models: A tutorial and applications. Developmental cognitive neuroscience, 33, 99–117. https://doi.org/10.1016/j.dcn.2017.11.007 First citation in articleCrossref, Google Scholar

  • Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta-analytic approach. Stress and Health, 34(1), 127–134. https://doi.org/10.1002/smi.2771 First citation in articleCrossref, Google Scholar

  • Klusmann, U., Kunter, M., Voss, T., & Baumert, J. (2012). Berufliche Beanspruchung angehender Lehrkräfte: Die Effekte von Persönlichkeit, pädagogischer Vorerfahrung und professioneller Kompetenz [Emotional exhaustion and job satisfaction of beginning teachers: The role of personality, educational experience and professional competence]. Zeitschrift für Pädagogische Psychologie, 26(4), 275–290. https://doi.org/10.1024/1010-0652/a000078 First citation in articleLink, Google Scholar

  • Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer International Publishing. https://doi.org/10.1007/978–3-030–15671-8 First citation in articleCrossref, Google Scholar

  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical Data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310 First citation in articleCrossref, Google Scholar

  • Lesener, T., Pleiss, L. S., Gusy, B., & Wolter, C. (2020). The study demands-resources framework: An empirical introduction. International Journal of Environmental Research and Public Health, 17(14), 5183. https://doi.org/10.3390/ijerph17145183 First citation in articleCrossref, Google Scholar

  • Little, T. D. (2013). Longitudinal structural equation modeling. Guilford Press. First citation in articleGoogle Scholar

  • Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, S.-W., Sit, P.-S., Cheung, K.-C., Maloa, B., Ilic, I. S., Smith, T. J., & Campos, J. A. D. B. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout? PLoS One, 15(10), 1–26. https://doi.org/10.1371/journal.pone.0239816 First citation in articleCrossref, Google Scholar

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach Burnout Inventory Manual (3rd ed.). Consulting psychologists press. First citation in articleGoogle Scholar

  • Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173 First citation in articleGoogle Scholar

  • Mayring, P. (2020). Qualitative Inhaltsanalyse [Qualitative content analysis]. In G. MeyK. MruckEds., Handbuch Qualitative Forschung in der Psychologie: Band 2: Designs und Verfahren [Handbook of qualitative research in psychology: Volume 2: Designs and Method] (2nd ed., 495–511). Springer Fachmedien Wiesbaden GmbH. https://doi.org/10.1007/978-3-658-26887-9_52 First citation in articleCrossref, Google Scholar

  • McArdle, J. J., & Grimm, K. J. (2010). Five steps in latent curve and latent change score modeling with longitudinal data. In K. van MontfortJ. OudA. SatorraEds.. Longitudinal research with latent variables (pp. 245–273). Springer. First citation in articleCrossref, Google Scholar

  • McDonald, R. P. (1999). Test theory: A unified treatment. Erlbaum. First citation in articleGoogle Scholar

  • Mokgele, K. R. F., & Rothmann, S. (2014). A structural model of student well-being. South African Journal of Psychology, 44(4), 514–527. https://doi.org/10.1177/0081246314541589 First citation in articleCrossref, Google Scholar

  • Neugebauer, M., Heublein, U., & Daniel, A. (2019). Studienabbruch in Deutschland: Ausmaß, Ursachen, Folgen, Präventionsmöglichkeiten [Higher education dropout in Germany: Extent, causes, consequences, prevention]. Zeitschrift für Erziehungswissenschaft, 22(5), 1025–1046. https://doi.org/10.1007/s11618-019-00904-1 First citation in articleCrossref, Google Scholar

  • Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690 First citation in articleCrossref, Google Scholar

  • Reichl, C., Wach, F.-S., Spinath, F. M., Brünken, R., & Karbach, J. (2014). Burnout risk among first-year teacher students: The roles of personality and motivation. Journal of Vocational Behavior, 85(1), 85–92. https://doi.org/10.1016/j.jvb.2014.05.002 First citation in articleCrossref, Google Scholar

  • Renger, S., Köller, M. M., & Klusmann, U. (2019). „Eignungsdiagnostische“ Verfahren für das Lehramtsstudium an deutschen Hochschulen: Überblick und Bewertung [Methods for “entrance diagnostic” for teacher education at German universities. Overview and evaluation]. Christian-Albrechts-Universität zu Kiel, IPL. First citation in articleGoogle Scholar

  • Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., & Baumert, J. (2011). Soziale Unterstützung beim Berufseinstieg ins Lehramt. Eine empirische Untersuchung zur Bedeutung von Mentoren und Mitreferendaren [Social support at career entry for teachers: An empirical study on the importance of mentors and peers]. Zeitschrift für Erziehungswissenschaft, 14(1), 35–59. https://doi.org/10.1007/s11618-011-0173-8 First citation in articleCrossref, Google Scholar

  • Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02 First citation in articleCrossref, Google Scholar

  • Rothland, M. (2011). Risikomerkmale von Lehramtsstudierenden: Empirische Befunde zu berufsbezogenen Eingangsvoraussetzungen angehender Lehrkräfte [Risk characteristics of student teachers: Empirical findings on occupation-related entry requirements of prospective teachers]. Zeitschrift für Bildungsforschung, 1(3), 179–197. https://doi.org/10.1007/s35834-011-0016-y First citation in articleCrossref, Google Scholar

  • Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. The British Journal of Educational Psychology, 84(1), 137–151. https://doi.org/10.1111/bjep.12018 First citation in articleCrossref, Google Scholar

  • Schwarzer, R., Knoll, N., & Rieckmann, N. (2003). Social support. In A. KapteinJ. WeinmannEds., Introduction to health psychology (pp. 1–23). Blackwell. First citation in articleGoogle Scholar

  • Shankland, R., Kotsou, I., Vallet, F., Bouteyre, E., Dantzer, C., & Leys, C. (2019). Burnout in university students: The mediating role of sense of coherence on the relationship between daily hassles and burnout. Higher Education, 78(1), 91–113. https://doi.org/10.1007/s10734-018-0332-4 First citation in articleCrossref, Google Scholar

  • Sprady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1, 64–85. First citation in articleCrossref, Google Scholar

  • Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16–28. https://doi.org/10.1027/1864-9335/a000325 First citation in articleLink, Google Scholar

  • Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019). The influence of multiple life stressors during teacher training on burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 86, Article 102910. https://doi.org/10.1016/j.tate.2019.102910 First citation in articleCrossref, Google Scholar

  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125. https://doi.org/10.3102/00346543045001089 First citation in articleCrossref, Google Scholar

  • UNESCO Institute for Statistics. (2016). The world needs almost 69 million new teachers to reach the 2030 education goals, 39, 1–16.http://on.unesco.org/teachers-map First citation in articleGoogle Scholar

  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2016). Social support as a contributor to student teachers’ experienced well-being. Research Papers in Education, 32(1), 1–15. https://doi.org/10.1080/02671522.2015.1129643 First citation in articleGoogle Scholar

  • Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, 41(3), 301–317. https://doi.org/10.1080/02619768.2018.1448777 First citation in articleCrossref, Google Scholar

  • Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700 First citation in articleCrossref, Google Scholar

  • Zimmermann, F., Rösler, L., Möller, J., & Köller, O. (2018). How learning conditions and program structure predict burnout and satisfaction in teacher education. European Journal of Teacher Education, 41(3), 318–342. https://doi.org/10.1080/02619768.2018.1448778 First citation in articleCrossref, Google Scholar