Reciprocal and dynamic relationships of teachers' personal resources, work engagement, and instructional quality: A resource-oriented approach

教师在工作中面临高度压力的风险，从而导致健康受损。这可能会影响教师日常工作生活中的核心任务，即为学生规划和提供有效的教学，从而影响他们的表现。因此，教师资源建设不仅对教师自身，而且对学校、学生和社会都具有重要意义。本研究的目的是采取资源导向的方法，调查生物学和数学教师的个人资源与积极的工作成果之间的相互和动态关系。本研究以Hobfoll（1989）的资源守恒理论和Bakker & Demershire（2007）的工作-需求-资源模型为基础，对教师专业知识与教师效能感、工作投入与教学质量之间的相互作用进行了研究。在我们的研究中，我们包括这些关键变量的一般和特定领域的表现。职业健康研究到目前为止很少在JDR模型的背景下研究作为个人资源的知识或技能。教育研究在不同的研究项目中探讨了教师专业知识、教师效能感与教学质量的关系，但得出的结果不尽相同。在本研究中，我们扩展了教育模型，包括（1）工作投入作为教师个人资源和他们的教学质量之间的中介，并通过捕捉（2）教师效能感与特定领域的方法，以提供一个更全面的了解教师效能感的作用。此外，许多研究都集中在个人资源如何影响教学质量，但不是反之亦然，教学质量如何影响教师的个人资源。因此，我们将调查研究变量之间的相互关系，这些变量容易从一周到另一周发生变化（教师效能感，工作资源，工作投入和教学质量）。为了得出结论的普遍性，我们研究了两个样本的生物和数学教师的关键变量的相互作用。我们将采用微纵向设计，每周测量超过连续八个工作周。此外，我们将结合联合收割机的自我报告和客观的数据收集，通过主观评级和课堂观察的教学质量的测量。我们将实施多层次和增长模型，以调查我们的研究变量之间的静态和动态关系，并随着时间的推移，通过了解影响教师的工作投入和教学质量的过程，我们的目标是确定未来干预措施的起点，促进与工作相关的福祉和绩效。

Teachers are at risk of experiencing high levels of stress at work, which lead to health impairments. This is likely to affect the core task in everyday work lives of teachers, planning and providing effective instruction for students, and, thus, their performance. Therefore, building resources among teachers is highly relevant, not only for teachers themselves but also for schools, students, and our society.The aim of this project is to take a resource-oriented approach by investigating reciprocal and dynamic relationships between personal resources and positive work-related outcomes among biology and mathematics teachers. By building on the Conservation of Resources Theory (Hobfoll, 1989) and the Job-Demands-Resources-model (Bakker & Demerouti, 2007), this project will contribute to our understanding of the interplay between professional knowledge and teacher efficacy, on the one hand, and work engagement and instructional quality, on the other hand. We include general as well as domain-specific manifestations of these key variables in our study.Occupational health research has so far rarely studied knowledge or skills as personal resources in the context of the JDR-model. Educational research has investigated the relationship between professional knowledge of teachers, teacher efficacy, and instructional quality in different projects yielding, however, different results. In this study, we expand educational models by including (1) work engagement as a mediator between personal resources of teachers and their instructional quality and by capturing (2) teacher efficacy with a domain-specific approach to provide a more comprehensive insight into the role of teacher efficacy. Furthermore, many studies have focused on how personal resources affect the quality of instruction but, not vice versa, on how the quality of instruction affects personal resources among teachers. Thus, we will investigate reciprocal relationships between study variables that are prone to change from one week to another (teacher efficacy, job resources, work engagement, and instructional quality). To draw conclusions regarding the generalizability of findings, we study the interplay of key variables in two samples of biology and mathematics teachers.We will apply a micro-longitudinal design with weekly measurements over eight consecutive working weeks. Furthermore, we will combine self-report and objective data collected through subjective ratings and classroom observations for the measurement of instructional quality. We will implement multilevel and growth modeling to investigate static and dynamic relationships between our study variables and their development over time.By understanding processes that influence work engagement and instructional quality among teachers, we aim to identify starting points for future interventions that promote work-related well-being and performance.