Unterstützung und Beanspruchung im Referendariat aus der Perspektive angehender Berufsschullehrkräfte

Abstract

Although a considerable body of research has been devoted to psychosomatic strain, such as emotional exhaustion, among student teachers during in-school training, it has widely neglected vocational schools as training contexts. The present study investigates if student teachers’ levels of exhaustion in vocational schools systematically depend on perceived social support in these schools, particularly on support from mentors and other expert teachers. Analyses draw on survey data from 151 vocational student teachers in Bavaria/Germany. By using a typological approach, we can distinguish five different profiles of perceived support, which feature either distinct emphases of support, a complete lack of support or a close-knit network of support. Results of covariance analysis further suggest that, with influences of other coping resources held constant, high or low levels of exhaustion are not generally associated with being embedded in a specific profile, but also vary with respect to gender. Student teachers’ career-related optimism uniquely contributes to individual levels of exhaustion. Based on these findings, we suggest health-promoting measures for in-school training and raise questions for further research.