What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles |
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| Institution: | 1. Leibniz Institute for Science and Mathematics Education at Kiel University, Olshausenstrasse 62, 24118 Kiel, Germany;2. Centre for International Student Assessment, Germany;3. Institute for Psychology of Learning and Instruction, Kiel University, Olshausenstrasse 75, 24118 Kiel, Germany;4. Institute of Psychology, Department of Educational Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany |
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| Abstract: | Beginning teachers’ first years in school have been described as demanding and stressful. In explaining beginning teachers’ stress, previous research mainly focused on either trait-like personality characteristics or general work-related stressors. In contrast, the present study focused on the day-to-day experience. The aim of the current study was (a) to identify the task-related daily uplifts and hassles of beginning teachers, (b) to examine the association of daily uplifts and hassles with teachers’ socio-demographic and personality characteristics, and (c) to investigate the effect of daily uplifts and hassles on teachers’ emotional exhaustion. The sample consisted of 141 beginning teachers up to four years in the profession who completed an online diary for 14 consecutive days. Results showed that most daily uplifts and hassles were related to teaching in class and interacting with colleagues. Both hassles and uplifts showed only a few unsystematic correlations with teachers’ characteristics. However, daily uplifts and hassles significantly explained beginning teachers’ daily emotional exhaustion. |
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| Keywords: | Beginning teachers Daily hassles and uplifts Emotional exhaustion Diary study |
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