The development of occupational self-regulation patterns: findings on the transition from preparatory service to the teaching profession

Abstract

Based on 735 trainee teachers from the German National Educational Panel Study (NEPS), Starting Cohort 5, four patterns of occupational self-regulation, i.e. the ability to deal effectively with occupational stress using individually available resources, are distinguished with reference to work-related behavior and experience patterns (German abbreviation: AVEM). The development of pattern affiliation, which is considered predictive of the health and teaching quality of teachers, is then examined longitudinally using 401 respondents who transitioned from teaching-related preparatory service to school service between 2016 and 2018. In the latent transition analysis (LTA), the two patterns that are considered health risks are characterized by lower time stability (excessively ambitous risk pattern A: p = 0.59; „resigned“ risk pattern R: p = 0.63) than the two patterns that do not pose a health risk (healthy-unambitious pattern: p = 0.82; healthy-ambitious pattern: p = 0.65). Nevertheless, 41% of teachers remain in risk patterns even after the transition to the teaching profession and could therefore benefit from additional support such as mindfulness or resilience trainings.