Veränderungsverläufe in Burnout-Dimensionen: Die Bedeutung personaler und sozialer Faktoren angehender Lehrkräfte im Vorbereitungsdienst

This research addresses development in burnout--dimensions among beginning teachers. The purpose was to investigate a) growth and shape in exhaustion, cynicism, and inefficacy and b) effects of time-invariant and time-varying covariates. Beginning teachers (N = 176) from 12 universities participated at the end of their studies (T1) and were followed over their first year of induction (T2: beginning, T3: after half a year, T4: after one year). Latent growth curve models revealed increases in exhaustion from T2--T3, which remained stable from T3--T4, a linear growth for cynicism, and no change in inefficacy. Variances in intercepts and slopes were explained by T1--values in burnout--dimensions and--for exhaustion--by the period of hospitation. While teacher self-efficacy affected each of the burnout--dimensions, satisfaction with mentors related to cynicism and inefficacy, and social support from peers related uniquely to cynicism, with all effects being stable throughout the year.