Session Information
03 SES 10 A, Implementing Curricular Change
Paper Session
Contribution
In Germany particularly in the last ten years the educational systems changed on all levels of formalised education from primary school to university. This kind of change combined with many innovations leads to high stress among teachers (Goltz & Strautmann, 2002). Many national and international studies showed that burnout could be the consequence of chronic stress (Schaufeli & Enzmann, 1998; Greenglass, 2001; Christ, Wagner & van Dick, 2004). In Germany annually round about 7000 teachers have to resign from their job due to stress (Poschkamp, 2008). Although stress is widely discussed in the school context only little is known about the influence of teachers` stress on a successful implementation of innovations. Therefore the question arises how to support teachers coping efforts to handle the working load caused by the implementation of innovations more effectively. Recently, many research results could show that effective teacher cooperation helps to implement school innovations (Kretschmer, 2004; Gräsel, Fussangel & Parchmann, 2006). However, even cooperation itself could be stressful and it is to analyse which resources and coping strategies are relevant for a successful cooperation in school.
Within the theoretical framework of the conservation of resources-theory and the associated multiaxial coping model (Hobfoll, 1998; Hobfoll & Buchwald, 2004) it could be supposed that the analysis of gains and losses of resources in correlation with different forms of cooperation enable a differentiating view on teachers` burnout. Knowledge about the correlation between cooperation and the individual management of resources as well as ways of cooperation reducing burnout presumably affords a preventive approach to optimize common strategies of coping for everyday life at school.
In our study we mainly asked to what extent gains and losses of teachers` resources were correlated with coping and cooperation of teachers. Further we wanted to clarify which kind of gains and losses of resources as well as which sources of support were predictors for emotional exhaustion (burnout). In addition it was to scrutinise which sources of support were correlated with different ways of cooperation.
The data were based on a project called LIMa (workshops for teachers to support the implementation of innovations in maths classes) which was funded by the German Federal Ministry of Education and Research and part of the research program ‘Developing professionalism of educational employees in educational institutions’. The intention of the project was to figure out how innovations could be successfully implemented in primary schools. The object of innovation was the math curriculum of primary schools in North-Rhine Westphalia.
Method
Expected Outcomes
References
Buchwald (2009). The German Conservation of Resources Evaluation Teachers (GCOR-E-LK). Unpublished instrument. Wuppertal: Universität Wuppertal. Buchwald & Hobfoll (2004). Burnout aus ressourcenorientierter Perspektive. Psychologie in Erziehung und Unterricht, 51, 247-257. Christ, Wagner & van Dick (2004). Belastung und Beanspruchung bei Lehrerinnen und Lehrern in der Ausbildung. In Hillert & Schmitz (Hrsg.). Psychosomatische Erkrankungen bei Lehrerinnen und Lehrern (pp. 113-119). Stuttgart: Schattauer. Enzmann & Kleiber (1989). Helfer-Leiden. Streß und Burnout in psychosozialen Berufen. Heidelberg: Asanger. Fussangel (2008). Subjektive Theorien von Lehrkräften zur Kooperation. Eine Analyse der Zusammenarbeit von Lehrerinnen und Lehrern in Lerngemeinschaften. Wuppertal: http://elpub.bib.uni-wuppertal.de/edocs/dokumente/fbg/paedagogik/diss2008/fussangel/ Gräsel, Fussangel & Parchmann (2006). Lerngemeinschaften in der Lehrerfortbildung. Kooperationserfahrungen und -überzeugungen von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9, 545-561. Greenglass, E. R. (2001) Proactive coping, work stress and burnout. Stress News: The Journal of the International Stress Management Association UK, 13, 5-8. Hobfoll (1998). Stress, culture, and community. New York: Plenum Press. Kretschmer (2004). Soziale Netzwerke von Lehrern. Konzepte, Evaluationsmethoden, Ergebnisse. In: Hillert, Schmitz, Christ (Hrsg.). Psychosomatische Erkrankungen bei Lehrerinnen und Lehrern. Ursachen, Folgen, Lösungen. Stuttgart: Schattauer. 184-193. Maslach & Jackson (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113. Schaufeli, W., &Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. London. Taylor & Francis. Schetter, Feinstein, Call (1993). Fragebogen zur erhaltenen Unterstützung (UNTERST). Unveröffentlichtes Instrument in der deutschen Übersetzung von C. Schwarzer. Schwarzer, Starke & Buchwald (2003). Die Diagnose von Coping mit dem multiaxialen Stressbewältigungsinventar (SBI). In: Buchwald, Schwarzer & Hobfoll (Hrsg.): Stress gemeinsam bewältigen – Ressourcenmanagement und multiaxiales Coping. Göttingen: Hogrefe. 60-73. van Dick (1999). Streß und Arbeitszufriedenheit im Lehrerberuf. Eine Analyse von Belastung und Beanspruchung im Kontext sozialpsychologischer klinisch psychologischer und organisationspsychologischer Konzepte. Marburg: Tectum-Verl. (wissenschaftliche Beiträge aus dem Tectum-Verlag/ Reihe Psychologie, 2).
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