6533b82bfe1ef96bd128e303

RESEARCH PRODUCT

Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction

Margarete ImhofHenrik BellhäuserJulian Burger

subject

Medical educationmedia_common.quotation_subject05 social sciences050301 educationNeed satisfactionStructural equation modelinglanguage.human_languageEducationGermanTeacher inductionWell-beingComputingMilieux_COMPUTERSANDEDUCATIONlanguage0501 psychology and cognitive sciencesBasic needsEmotional exhaustionPsychology0503 educationAutonomy050104 developmental & child psychologymedia_common

description

Abstract School-based mentoring is a key component of support during the challenging teacher induction phase, but different counseling approaches vary in their effectiveness in fostering novices’ well-being. This study investigates effects of two distinct mentoring approaches on emotional exhaustion by considering their potential to address mentees’ basic needs. Data stem from 579 beginning teachers enrolled in the German practical training period. Structural equation modeling indicates that constructivist-oriented mentoring lowers level of exhaustion by supporting mentees’ autonomy need satisfaction. Results do not indicate an effect of transmission-oriented mentoring on mentees’ well-being. Implications for mentoring practice and future directions are discussed.

yearjournalcountryeditionlanguage
2021-07-01Teaching and Teacher Education
https://doi.org/10.1016/j.tate.2021.103345