Details
| Translated title of the contribution | Inclusion-related demands in relation to personal and occupational resources |
|---|---|
| Original language | German |
| Pages (from-to) | 1335–1354 |
| Number of pages | 20 |
| Journal | Zeitschrift für Erziehungswissenschaften |
| Volume | 24 |
| Issue number | 6 |
| Early online date | 12 Nov 2021 |
| Publication status | Published - Dec 2021 |
Abstract
With the introduction of inclusive schools, the professional activities of teachers change. Due to more heterogeneous learning groups, teachers work more often in multi-professional teams, create inclusive teaching-learning processes and diagnose special educational needs. Teachers need resources in order to cope with the demands of inclusion. Initial research in the context of school inclusion shows that personal resources, such as self-efficacy, and professional resources, such as staff-oriented support from school management or a shared school ethos, could be particularly helpful in dealing with inclusion-related demands. The present study was conducted with N = 6712 teachers. Taking into account the theoretical assumptions of the Job Demands-Resources Model, the study analyses the interaction between demands, resources, strain, and engagement in an initial approach using selected examples of inclusion-related activities. The results show that all resources correlate positively with job satisfaction and that, in addition, self-efficacy has a weak buffering effect on demand-induced strain.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Zeitschrift für Erziehungswissenschaften, Vol. 24, No. 6, 12.2021, p. 1335–1354.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Inklusionsbezogene Anforderungen in Zusammenhang mit personalen und beruflichen Ressourcen
AU - Peperkorn, Milena
AU - Müller, Katharina
AU - Paulus, Peter
N1 - Funding Information: The study „Mehr Zeit für gute Schule“ („More Time for Good Schools“) was commissioned and funded by the Ministry of Culture of Lower Saxony. The Center for Applied Health Sciences (ZAG) at Leuphana University conducted the study.
PY - 2021/12
Y1 - 2021/12
N2 - With the introduction of inclusive schools, the professional activities of teachers change. Due to more heterogeneous learning groups, teachers work more often in multi-professional teams, create inclusive teaching-learning processes and diagnose special educational needs. Teachers need resources in order to cope with the demands of inclusion. Initial research in the context of school inclusion shows that personal resources, such as self-efficacy, and professional resources, such as staff-oriented support from school management or a shared school ethos, could be particularly helpful in dealing with inclusion-related demands. The present study was conducted with N = 6712 teachers. Taking into account the theoretical assumptions of the Job Demands-Resources Model, the study analyses the interaction between demands, resources, strain, and engagement in an initial approach using selected examples of inclusion-related activities. The results show that all resources correlate positively with job satisfaction and that, in addition, self-efficacy has a weak buffering effect on demand-induced strain.
AB - With the introduction of inclusive schools, the professional activities of teachers change. Due to more heterogeneous learning groups, teachers work more often in multi-professional teams, create inclusive teaching-learning processes and diagnose special educational needs. Teachers need resources in order to cope with the demands of inclusion. Initial research in the context of school inclusion shows that personal resources, such as self-efficacy, and professional resources, such as staff-oriented support from school management or a shared school ethos, could be particularly helpful in dealing with inclusion-related demands. The present study was conducted with N = 6712 teachers. Taking into account the theoretical assumptions of the Job Demands-Resources Model, the study analyses the interaction between demands, resources, strain, and engagement in an initial approach using selected examples of inclusion-related activities. The results show that all resources correlate positively with job satisfaction and that, in addition, self-efficacy has a weak buffering effect on demand-induced strain.
KW - Inclusion
KW - Job Demands
KW - Resources
KW - Teacher
UR - http://www.scopus.com/inward/record.url?scp=85119013153&partnerID=8YFLogxK
U2 - 10.1007/s11618-021-01053-0
DO - 10.1007/s11618-021-01053-0
M3 - Artikel
VL - 24
SP - 1335
EP - 1354
JO - Zeitschrift für Erziehungswissenschaften
JF - Zeitschrift für Erziehungswissenschaften
IS - 6
ER -