Abstract
ABSTRACT The transition from university education to daily work at school is recognised as a significant challenge for teachers and special education teachers, termed ‘reality shock’. This study investigates the role of mentalising – the capacity to perceive and interpret behaviour based on intentional mental states – and teaching-related self-efficacy as potential intrapsychic mechanisms that mediate the impact of current stress experiences on the development of stress-related symptoms and declines in well-being. Analysing data from 696 novice special education teachers in southern Germany, a structural equation model revealed that mentalising and teaching-related self-efficacy mediate the relationship between stress experiences, the levels of stress-related symptoms, and impaired well-being. Furthermore, the findings suggest that both psychological processes may reflect largely independent coping mechanisms. Practical implications are discussed.
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