10. Teacher Education Research
Paper
Student Teachers as In-Service Teachers in Schools: Instructional Activities, Social Support, and Work-Related Stress
André Meyer, Eric Richter, Sebastian Kempert
University of Potsdam, Germany
Presenting Author: Meyer, André
Around the globe, schools are facing growing teacher shortages (Ingersoll & Tran, 2023). Approximately 40% of teachers in the European Union will retire within the next few years, opening up numerous vacancies for qualified teaching staff that will urgently need to be filled (European Commission, 2015). To meet the need for teachers capable of providing high-quality instruction, schools are increasingly turning to student teachers—that is, teacher candidates who have not yet completed their teacher training programs and are not yet licensed—as part-time in-service teachers (Scheidig & Holmeier, 2022).
The multitude of demands inherent to the teaching profession—from dealing with classroom disruptions, inadequate teaching materials, and heterogeneous student populations to navigating relationships with parents and accomplishing administrative tasks—can be challenging for teachers and especially for student teachers (Brevik et al., 2018). In this respect, the phase of learning school practices can be considered decisive for the individual teaching career. During this phase, (novice) teachers may experience failures due to challenging situations in the classroom that can lead to decreased job satisfaction and a higher intention to leave the profession (Admiraal & Kittelsen Røberg, 2023).
According to the Job Demands-Ressources model, the challenges of the teaching profession, such as classroom disruptions, represent demands that are inherent to the job context (Hakanen et al., 2006). Job demands are positively associated with higher emotional exhaustion, job-related anxiety, and health complaints in teachers (see Bakker & Demerouti, 2017). The more demanding teachers perceive their workload to be, the more they need mental and physical resources to cope with these demands. These resources can be differentiated in job-related resources (e.g., social support from colleagues) and personal resources (e.g., high self-efficacy beliefs; Bakker & Demerouti, 2017). Job-related resources refer to “psychological or material resources that are provided to a focal individual by partners in some form of social relationship” and include social support from peers and colleagues (Jolly et al., 2021, p. 229). In this regard, mentor teachers play a crucial role in providing social support to novice teachers, who usually lack professional skills to cope with stressors (Richter et al., 2013). Personal resources, however, include individual self-efficacy beliefs (Bakker & Demerouti, 2017). Teachers with higher levels of self-efficacy feel more confident in their ability to deal with challenging situations in the classroom, which may protect them from feeling overwhelmed by the high demands of the teaching profession (Klassen & Durksen, 2014).
To date, there has been no empirical research on the activities that student teachers carry out in schools. In particular, there is no evidence on how student teachers perceive the demands of their job, whether they receive social support from colleagues, or how they rate their self-efficacy beliefs. For this reason, the present study investigated the instructional activities of student teachers in schools and the relationship between instructional activities and work-related stress. Moreover, we examined the moderating effect of social support from colleagues and student teachers’ self-efficacy beliefs in this relationship drawing on theoretical rationales from the JD-R model (Bakker & Demerouti, 2017):
RQ1: Can student teachers be grouped according to their instructional activities in school?
RQ2: How do student teachers assess their social support, self-efficacy, and work-related stress?
RQ3: What is the relationship between student teachers’ instructional activities in schools and their work-related stress? Do self-efficacy and social support moderate this relationship?
Methodology, Methods, Research Instruments or Sources UsedWe collected cross-sectional data from 172 student teachers—that is, teacher candidates who were currently employed part-time in a school—through an online-based survey. Among them, 54% were undergraduates and 44% were enrolled in a master’s teacher training program. Fifty-seven percent of student teachers were enrolled in a teacher training program to teach at the primary level, and 43% were enrolled in a program to teach at the secondary level.
For RQ1, we assessed instructional activities using five items of increasing complexity, rated dichotomously (0 = No, 1 = Yes): "I tutor individual students," "I co-teach classes with other teachers," "I occasionally cover for other teachers," "I teach classes on my own," and "I am a homeroom or class teacher on my own." To answer RQ2, we asked student teachers to report on the work-related stress they experienced as a result of their job demands (i.e., instructional activities; Böhm-Kasper et al., 2000): “I often feel exhausted and stressed because of my professional tasks”. We further asked student teachers to report on the social support they receive from their colleagues in school (Schulz & Schwarzer, 2003): “My colleagues offer me help when I’m in need”. Moreover, we used three items to measure student teachers’ self-efficacy beliefs (Schwarzer & Jerusalem, 1999): “I am sure that I can help students with severe difficulties when I try”. All items were rated on a four-point Likert scale from 1 (strongly disagree) to 4 (strongly agree).
RQ1 analysis involved latent class analyses (LCA) with increasing class numbers to identify latent groups based on instructional activities. LCA assigns probability estimates indicating group membership likelihood (Weller et al., 2020). For RQ2, we computed descriptive statistics and scale means, conducting a multivariate analysis of variance (MANOVA) to compare latent groups on social support, self-efficacy, and work-related stress. With regard to RQ3, we used structural equation modeling (SEM) to examine the association between student teachers’ instructional activities and their work-related stress. To this end, we modelled a latent factor for student teachers’ work-related stress, which we regressed on the manifest variable for group affiliation based on the results from LCA. We conducted a moderation analysis to investigate the interaction of social support and student teachers’ self-efficacy beliefs with this relationship.
Conclusions, Expected Outcomes or FindingsResults from LCA revealed three groups (RQ1): In Group 1, student teachers tutored individual students, co-taught, and covered for colleagues but didn't teach independently or have sole class responsibility. Group 2 focused on independent teaching. Group 3 engaged in various activities, including covering for colleagues, independent teaching, occasional tutoring, co-teaching, and holding sole class responsibility.
In RQ2, all student teacher groups reported moderate to high levels of work-related stress (2.08 < M < 2.74) and self-efficacy (2.93 < M < 3.16), along with high social support (3.28 < M < 3.42). There is a significant difference in work-related stress among latent groups (F(6/306) = 4.17, p < .001, η² = .08), indicating that those in Groups 2 and 3, engaged in more complex instructional activities, reported higher stress levels.
With regard to RQ3, our results suggest that student teachers who mainly taught classes on their own (Group 2: β = .30, p < .001) or carried out a variety of instructional activities in their school (Group 3: β = .35, p < .001) experienced higher work-related stress. We found for both groups that social support from colleagues appears to be a factor that contributed to lower levels of work-related stress (Group 2: β = -.19; Group 3: β = -.24).
The results of this study should be interpreted, however, in light of its methodological limitations, such as the cross-sectional study design. Yet, our study contributes to filling a gap in the empirical literature by offering a better understanding of what instructional activities student teachers carry out in schools, how they perceive the field experiences they have sought out for themselves, and how well their needs for professional well-being are being met.
ReferencesAdmiraal, W., & Kittelsen Røberg, K.-I. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125, 104063. https://doi.org/10.1016/j.tate.2023.104063
Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Böhm-Kasper, O., Bos, W., Jaeckel, S., & Weishaupt, H. (2000). EBI. Das Erfurter Belastungsinventar zur Erfassung von Belastung und Beanspruchung von Lehrern und Schülern am Gymnasium. In H. Merkens & H. Weishaupt (Eds.). Schulforschung und Schulentwicklung. Aktuelle Forschungsbeiträge. Erfurter Studien zur Entwicklung des Bildungswesens (p. 35–66). University of Erfurt.
Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. S. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34–45. https://doi.org/10.1016/j.tate.2017.12.003
European Commission. (2015). The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Publications Office of the European Union.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why Public Schools Lose Teachers. The Journal of Human Resources, 39(2), 326–354. https://doi.org/10.2307/3559017
Jolly, P. M., Kong, D. T., & Kim, K. Y. (2021). Social support at work: An integrative review. Journal of Organizational Behavior, 42, 229–251. https://doi.org/10.1002/job.2485
Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158–169. https://doi.org/10.1016/j.learninstruc.2014.05.003
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166–177. https://doi.org/10.1016/j.tate.2013.07.012
Scheidig, F., & Holmeier, M. (2022). Unterrichten neben dem Studium – Implikationen für das Studium und Einfluss auf das Verlangen nach hochschulischen Praxisbezügen. Zeitschrift für Bildungsforschung, (12), 479–496. https://doi.org/10.1007/s35834-022-00349-3
Schulz, U., & Schwarzer, R. (2003). Soziale Unterstützung bei der Krankheitsbewältigung: Die Berliner Social Support Skalen (BSSS). Diagnostica, 49(2), 73–82. https://doi.org/10.1026//0012-1924.49.2.73
Schwarzer, R. & Jerusalem, M. (Eds.) (1999). Skalen zur Erfassung von Lehrer- und Schülermerkamlen. Free Univeristy Berlin, Humboldt University of Berlin.
Weller, B. E., Bowen, N. K., & Faubert, S. J. (2020). Latent Class Analysis: A Guide to Best Practice. Journal of Black Psychology, 46(4), 287–311. https://doi.org/10.1177/0095798420930932
10. Teacher Education Research
Paper
New Teacher Induction: Building the Capacity of School Heads to Support Being and Belonging
Hannah Grainger Clemson1, Sandra Fernandes2
1University of Edinburgh, United Kingdom; 2Universidade Portucalense, Portugal
Presenting Author: Grainger Clemson, Hannah
The benefits of supporting new teachers through an induction phase are documented in decades of research literature and policy documents. There is a broad consensus that a period of induction is a necessary bridge between Initial Teacher Education (ITE) and employment in schools. In most European education systems, early career teachers (ECTs) that are new to the profession have access to a structured induction that usually lasts one year and it is mandatory in almost all of them (Education, Audiovisual and Culture Executive Agency., 2021). However, teacher recruitment and retention is a major concern for many education policy makers, to the extent of being labelled a ‘crisis’ and ‘policy problem’ (Mifsud, 2023), and the prevailing narrative is that supporting teachers during the early stages of their career is crucial not only to enhance the quality of teaching but also to reduce exit from the profession (European Commission, 2017) (Kelchtermans, 2019) (Flores, 2019) (Kutsyuruba et al., 2022).
The dynamic forming and shifting of a teacher’s professional identity - their pedagogy, positionality in relation to others, and broader or longer aims for education in their career - is also a topic that researchers are currently paying close attention to (Smetana & Kushki, 2023). Socialisation (Kelchtermans & Ballet, 2002) and teacher identification are known as key influencing factors in the early years of teaching and beyond. Hence, ideas about these are shaping induction programmes and research on induction.
Researchers have also found a policy shift towards a commitment of school heads (principals) to become more directly involved in driving teachers’ practices and teaching processes in some systems, but this is not consistent across and within these systems (Costa et al., 2019). Studies demonstrate the interplay between direct and indirect support from the school head and teacher self-efficacy and job satisfaction (Thomas et al., 2019, 2020).
A new pan-European project is determining how to effectively build the capacity of education employers, including, crucially, school heads, in order to improve and develop induction programmes within the varying complexities of different education systems and their teacher education provision. In order to identify what capacity-building might entail, the project is exploring the role of education employers in different systems in depth, asking the question, How can employers foster a new teacher’s meaningful sense of ‘being’ through pedagogical practice and ‘belonging’ to the school and wider professional community? The project is also considering the implications of new teachers entering schools from diverse teacher education and professional experiences, including migrating from other countries, and how third-party support and partnerships might usefully support new teacher induction as part of a complex ecosystem of teacher professional learning and development.
This paper will present initial findings and further problematic questions from the project, specifically drawing from a pan-European survey and complemented by discussion points from a project peer learning workshop that brought together stakeholders from 11 countries. Given the focus on teacher growth and on school and wider professional communities, we take an ecological theoretical perspective in response to the research problem and questions.
Methodology, Methods, Research Instruments or Sources UsedThe project survey is divided into two parts.
PART ONE: An online questionnaire was launched in December 2023 – January 2024 for school heads and directors of multiple schools that employ and manage teachers across Europe in order to gather their recent experiences and opinions. It was open to those working at all levels of school education and Early Years (kindergarten). To improve access, it was translated into 25 languages. The online survey comprised 14 questions in total: 3 simple background questions to understand the context of the respondent and 11 questions about new teacher induction in their context. Most of the questions were multiple choice to ensure that the survey was easy to complete and aid analysis. Open text options were included for more personalised responses.
Questions were grouped into 3 sections:
- What currently exists in terms of induction programmes and individual approaches, and what the respondent would like to have or offer more of;
- Their expectations and support to help new teachers to become active and integrated in the school community;
- The capacity-building of staff to support new teachers in both their pedagogical practice and sense of belonging to a professional community.
PART TWO: The second part of the survey comprises semi-structured interviews by a researcher with European school heads, teacher educators, local authority officers, and representatives from other teacher organisations. The interviews (June -July 2024) are intended as an exploratory approach rather than to test certain hypotheses, for the purpose of generating case study descriptions of experiences in the field. The interviews focus on the project questions of How can employers effectively support new staff with diverse needs and backgrounds, and how might partnerships, such as with Higher Education institutions and other organisations, be meaningful and sustainable in supporting new teacher induction?
ANALYSIS: In Part One, 275 responses from 25 countries were gathered and a simple quantitative analysis was made of the responses. For Part Two, the interview transcripts were reviewed and coded, allowing themes to emerge based on key words and on the points of view being expressed in the narratives. We intend to draw on ecologies of practices (Kemmis et al 2012, Heikinnen 2020) as a theoretical frame of analysis, particularly regarding concepts of networks, community interdependence, and cycles of growth.
Conclusions, Expected Outcomes or FindingsThe findings will be fed into the project peer learning workshops as well as contribute to this research area, in particular the work of colleagues in the EERA Network Project: Ecologies of Teacher Induction and Mentoring in Europe (TIME).
The expected outcomes will be to generate further evidence of the complexities and varying levels of induction support within and across European school education systems. The survey findings and subsequent project discussions will add evidence to how European school heads and other employers understand and play their role in school ‘human resource management’ and how they define their own needs in terms of professional learning and support. Valuable comparisons may be made between recent and forthcoming or planned teacher education reform in some European countries, such as attempted solutions to the recruitment crisis, and the practical realities as reported by school heads and other employers. Due to the anticipated variation in survey response rate in different countries, it may be difficult to compare systems or generalise responses to be representative of any system’s whole professional community. Nevertheless, it will be a timely set of findings, given the appetite of many systems to address recruitment, retention and regeneration of their teachers and school leaders.
ReferencesCosta, E., Almeida, M., Pinho, A. S., & Pipa, J. (2019). School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal. Eurasian Journal of Educational Research, 19(81), 1–22.
Education, Audiovisual and Culture Executive Agency. (2021). Teachers in Europe: Careers, development and well being. Publications Office of the European Union.
European Commission. (2017). Communication from the Commission of 30 May 2017, on school development and excellent teaching for a great start in life, COM(2017) 248 final. European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A248%3AFIN
Flores, M. A. (2019). Unpacking Teacher Quality: Key Issues for Early Career Teachers. In A. Sullivan et al (Eds.), Attracting and Keeping the Best Teachers (Vol. 16, pp. 15–38). Springer Nature Singapore.
Heikinnen, H. L. (2020). Article 1: Understanding Mentoring Within an Ecosystem of Practices, in K. R. Olsen et al (Eds), New Teachers in Nordic Countries: Ecologies of Mentoring and Induction, Cappelen Damm Akademisk/NOASP.
Kelchtermans, G. (2019). Early Career Teachers and Their Need for Support: Thinking Again. In A. Sullivan et al (Eds.), Attracting and Keeping the Best Teachers (Vol. 16). Springer Nature Singapore.
Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120.
Kemmis, S., Edwards-Groves, C., Wilkinson, J., & Hardy, I. (2012). Ecologies of practices. In P. Hager et al (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning. Dordrecht, Germany: Springer
Kutsyuruba, B., Walker, K. D., Matheson, I. A., & Bosica, J. (2022). Early Career Teaching Progression: Examining Canadian Teachers’ Experiences During their First Five Years in the Profession. The New Educator, 18(1–2), 1–26.
Mifsud, D. (2023). Rethinking the Concept of Teacher Education: A Problematization and Critique of Current Policies and Practices. In D. Mifsud & S. P. Day (Eds.), Teacher Education as an Ongoing Professional Trajectory. Springer International Publishing.
Smetana, L. K. T., & Kushki, A. (2023). Confronting, investigating, and learning from professional identity tensions. European Journal of Teacher Education, 1–19.
Thomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2020). Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. Educational Management Administration & Leadership, 48(1), 106–132.
Thomas, L., Tuytens, M., Moolenaar, N., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019). Teachers’ first year in the profession: The power of high-quality support. Teachers and Teaching, 25(2), 160–188.
10. Teacher Education Research
Paper
Teacher Shortages in Austria: Policy Measures and Early Student Teachers’ Experiences
Herbert Altrichter1, Katharina Soukup-Altrichter2, Christoph Helm1, Gerda Hagenauer3
1Johannes Kepler University, Linz, Austria; 2University College of Teacher Education Upper Austria, Linz, Austria; 3Paris-Lodron University of Salzburg, Salzburg, Austria
Presenting Author: Altrichter, Herbert;
Soukup-Altrichter, Katharina
The proposed paper aims to analyse the current policies on teacher shortages in Austria by presenting and discussing its history, possible causes, and current policy measures. While the first part of the paper focusses on a policy analysis based on a media analysis and statistical data, the second part uses recent survey data to examine one of the measures to remedy the teacher shortage, namely the early teaching of not yet fully qualified student-teachers.
As in many European countries (Eurydice, 2021), acute teacher shortage is not a new, but an increasingly urgent challenge for the Austrian education system. Even before the COVID-19 pandemic, the teacher shortage was a topic of discussion in the media, however, no long-term strategy was developed (Lassnigg, 2022). In 2022, the pandemic and subsequent general labour shortage had exacerbated the situation (Huber & Lusnig, 2022), and the Austrian Ministry of Education launched a package of policies to counter teacher shortage. In its self-definition, this initiative is the ‘largest teacher offensive of the Second Republic’ and aims to redefine the teacher’s professional role and to shorten the bachelor’s phase of Initial Teacher Education (ITE) from eight to six semesters with increasing practical course content (BMBWF n.d.). While measures that were previously employed to compensate for fluctuating teacher supply—e.g. overtime work, restrictions on part-time employment, and re-employment of retired teachers—are being continued, an important aspect of this initiative is the attempt to attract ‘new target groups for the teaching profession’ (BMBWF n.d.). As a result, there are three groups of not fully qualified teachers working in Austrian schools:
(1) Special contracts allow vacancies to be filled by people for whom no prior qualifications are defined through special contracts limited to one year. As long as there is need, these contracts can be extended for one year at a time. While ‘special contracts’ have been a long-established legal option for reacting flexibly to teacher shortages, the obligation to fulfil a specified number of ECTS in professional development courses has recently been introduced, opening up the possibility of longer-term employment.
(2) ‘Career changer’ (Quereinsteiger): In the 2022 legislation, this term is used for programmes that enable graduates of a university degree course (with at least three years of professional experience) to qualify as teachers in a corresponding secondary school subject. As soon as their employment by a school has been settled, ‘career changers’ receive some professional training through a part-time course alongside their work.
(3) Teacher education students: While bachelor’s graduates of ITE courses are employed under normal contracts (but they have to complete their qualification through a teacher education master course within eight years), teacher education students are increasingly employed as teachers before completing their bachelor’s degree. While, in principle, authorities and teacher education institutions agree that employment should take place after completing four semesters at the earliest and with a reduced teaching commitment (max. 50%), in practice, these principles are not met in an increasing number of cases due to the pressing teacher shortage.
However, the latter measure carries the risk of addressing the challenge of the teacher shortage at the expense of the student–teachers’ well-being and future career, as doing classroom teaching and studying simultaneously may come with serious challenges. Thus, we use recent survey data to analyse more thoroughly possible consequences that may accompany a premature start in the teaching career. In particular, we will discuss the specific demands student–teachers encounter both in the job and in their studies as well as the resources they may draw on and the potential repercussions on their well-being and their professionalism.
Methodology, Methods, Research Instruments or Sources UsedThe analysis of the teacher shortage in Austria is hampered by the fact that barely any published studies on the subject by independent researchers are available. The policy analysis in the first part of the paper is based on statistical data, expert interviews, and a media analysis. For the latter, the electronic archives of two nation-wide quality newspapers (2000 – 2023 editions) were searched with the term ‘teacher shortage’ and synonyms; hits were analysed with a content analysis (Mayring, 2014).
The survey data in the second part of the paper originates from an online survey addressed to all students enrolled in the Bachelor or Master phases of General Secondary Teacher Education programmes at all teacher educating universities in the Austrian regions of Upper Austria and Salzburg. Measures used in our analysis include self-constructed scales on Study satisfaction and Job satisfaction as well as existing scales on General well-being (Basler, 1999), Study exhaustion(Satow, 2012; Schaufeli et al., 1996), Job exhaustion (Schaufeli et al., 2002), Study engagement and Job engagement (Schaufeli, Bakker, & Salanova 2006), Study resources and Job resources (Gusy & Lohmann, 2011), Study demands (Gusy, Wörfel, & Lohmann, 2016) and Job demands (Schulte, Wittner, & Kauffeld, 2021).
A total of 414 students completed the online survey, with 296 students (70% from Upper Austria, 30% from Salzburg) stating that they had a job contract at a secondary school. 43% of the participants were bachelor’s students, and 57% of the students were in the master’s program. The participating ‘student–teachers’ reported an average teaching load at school of 15.42 teaching hours, ranging from 3 to 28 lessons. Moreover, 53% reported that they also teach other subjects than those they qualified for (out-of-field teaching).
Conclusions, Expected Outcomes or FindingsThere are issues arising from our policy analysis and student data which may be relevant for other European countries coping with the uncertainties of teacher shortage (Eurydice, 2021; SWK, 2023) and which may have an impact on the nature of teacher professionalism (Dumay & Burn, 2023):
(De-)Qualifications of teachers; parallel structures in the qualification of teachers: The current strategy of granting entitlement to permanent employment to ‘career changers’ and teachers on special contracts via comparatively short courses without making further qualifications mandatory creates a parallel structure to the teacher training programme, undermines the quality standards of the still nascent teacher education reform, and creates a new group of significantly less qualified teachers, thereby signalling a trend towards de-qualification.
Out-of-field-teaching: Although propagated as strategy to counter out-of-field teaching, there is indication that ‘career changers’ are accepted whose subject of origin (i) does not appear in the canon of secondary school subjects at all or (ii) is only equipped with a few lessons in the curriculum (as a consequence, requiring ‘career changers’ to do a certain amount of out-of-field teaching).
Retention of student-teachers: Career entry is a critical phase in which important developmental tasks have to be fulfilled (Keller-Schneider et al., 2019). Taking the findings about the relationship of well-being and retention into account (Dicke et al., 2018), high levels of stress among early student–teachers may result in high drop-out rates and low retention—both at university and at work.
Inequality in the school system: As staff recruitment has been decentralised to the individual school level since 2017, it may be expected that the overall number of applicants will be larger for the already advantaged academic schools (AHS and BMHS), which, consequently, will have a better likelihood of satisfying their staffing needs and attracting more highly qualified applicants.
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Dumay, X. & Burn, K. (2023). The Status of the teaching profession: Interactions between historical and new forms of segmentation. London: Routledge.
Eurydice (2021). Teachers in Europe. Careers, Development and Well-being. Eurydice Report.
Gusy, B., & Lohmann, K. (2011). Gesundheit im Studium: Dokumentation der Instrumente. Prävention und psychosoziale Gesundheitsforschung 01/P11. Berlin: Freie Universität Berlin.
Gusy, B., Wörfel, F., & Lohmann, K. (2016). Erschöpfung und Engagement im Studium. Zeitschrift für Gesundheitspsychologie, 24(1), 41–53.
Huber, S. G. & Lusnig, L. (2022). Personalmangel in Deutschland, Österreich und der Schweiz. Problemlagen, Hauptursachen und Lösungsansätze – ein Über-blick zum Diskurs über den Lehrkräftemangel in Schulen. Schule verantworten, (3), 49-64.
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Schulte, E.-M., Wittner, B., & Kauffeld, S. (2021). Ressourcen und Anforderungen (ReA) in der Arbeitswelt: Entwicklung und erste Validierung eines Fragebogens. Gr Interakt Org, 52(2), 405–15.
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