Assertiveness and adaptation

Prospective teachers' social competence development and its significance for occupational well-being

Bibliographic Data

ID5264340
AuthorsBroder Carstensen (0000-0001-5259-9578, Department of Educational Research and Educational Psychology IPN – Leibniz Institute for Science and Mathematics Education Kiel Germany, corresponding author), Uta Klusmann (0000-0002-8656-344X, Department of Educational Research and Educational Psychology IPN – Leibniz Institute for Science and Mathematics Education Kiel Germany)
Year2021
Volume91
Issue1
Pages500-526
Publication date2021-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12377
PMID32914428
OpenAlexW3086947034
LanguageEN
Citations received17
References cited69

BackgroundDifficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.AimWe conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social competence. In Study 1, we examined, whether social competence predicts beginning teachers' emotional exhaustion. Study 2 investigated whether university teacher training contributes to social competence development among prospective teachers.SampleThe samples of both studies are based on large-scale assessments. Participants in Study 1 were 1,758 beginning teachers who had been tracked since their entry into university teacher training. Study 2 included 831 prospective teachers who were surveyed over a total period of two years.MethodsData were analysed utilizing a structural equation modelling approach (Study 1) and latent change score modelling (Study 2).ResultsThe results of Study 1 revealed that social competence negatively predicts emotional exhaustion. Further, beginning teachers' reports of classroom management functioned as a mediator within that relationship. According to the findings in Study 2, prospective teachers showed no significant enhancements of social competence within one year of university teacher training. However, there was a significant change considering the two-year interval.ConclusionsSocial competence, as a predictor of occupational well-being, may constitute one important resource for the early-career adaptation of beginning teachers. However, efforts to promote social competence within university teacher training should be increased

Competence (human resources) · Developmental psychology · Longitudinal study · Social change · Social competence · Stressor · Clinical Psychology · Communication in Education and Healthcare · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies

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