ERG SES H 14, Teachers and Education
The PISA report 2000 found a strong relationship between social background and school performance in Germany – the strongest among the contestant countries. This led to many reform activities in the education system by national and federal governments to promote equal opportunities. After a historic change of government in the federal state of Baden-Wuerttemberg in 2011 the new coalition between the green and the social democratic party introduced inclusive schools as a new school type following the example of more successful European school systems. The main feature of these all-day schools is an individualized education to cater for students with different ability levels.
With the development of the new school type and the increased heterogeneity of the student body there came new challenges for the teaching staff. Reports of teachers and newest studies raise the question if the reform increased the workload for educators and they also indicate that the situation could be more critical than in other school types.
The study presented here wants to give a differentiated view of the stress situation of teachers in the inclusive schools of Baden-Wuerttemberg, to give hints to improve their situation and to find out what it needs to better qualify the teachers for their work in inclusive schools. In order to encompass the stress situation, a stress model has been developed based on the model of salutogenesis by Antonovsky, the stress-strain model of Rudow and the model of teacher stress by Kyriacou and Sutcliffe.
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