Pathways to work engagement, wellbeing and positive teaching among mid-career teachers: The role of personal and workplace resources

职业中期教师的工作投入、幸福感和积极教学之路：个人和工作场所资源的作用

• 批准号: DP140100402
• 负责人: Prof Paul Richardson
• 金额: $ 24.61万
• 依托单位: Monash University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2014
• 资助国家: 澳大利亚
• 起止时间: 2014-01-01 至 2018-12-06
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP140100402
• 关键词: Pathways; work; engagement; wellbeing; positive

Teaching is a highly demanding, yet rewarding career for many. It is also a decidedly stressful occupation associated with high burnout. By following a large sample of teachers recruited ten years earlier into their mid-career, this project investigates the coping and motivational resources that keep them engaged, allowing them to thrive personally and professionally in different kinds of school environments, versus pathways that predict to burnout, ill-being and negative teaching behaviours. Selected subgroups who were most at risk and most positively engaged earlier in their career will be the focus of longitudinal case studies to uncover more nuanced processes promoting positive and negative pathways.

对许多人来说，教学是一项要求很高，但回报很高的职业。这也是一个与高倦怠相关的压力很大的职业。通过跟踪10年前招募到职业生涯中期的大样本教师，该项目调查了使他们参与的应对和激励资源，使他们能够在不同类型的学校环境中发展个人和专业，而不是预测倦怠，不良和消极教学行为的途径。选定的亚组谁是最危险的，最积极参与他们的职业生涯早期将是纵向案例研究的重点，以揭示更微妙的过程，促进积极和消极的途径。