Evolving Challenges and Resources in Early Teaching Careers: Longitudinal Insights from Diary Studies

• In Event: Exploring Well-Being in Teachers From an International Perspective: How Does Context Come Into Play?

Abstract

Theoretical Framework
During the initial years of teaching, beginning teachers face numerous demands related to their new profession (Chaplain, 2008; Tynjälä & Heikkinen, 2011). According to Huberman's (1989) model of teachers' career phases, the first years are marked by significant challenges and adaptation. By the end of six years, teachers typically reach the stabilization phase, characterized by increased confidence and competence. Beginning teachers often struggle specifically with student misbehavior, classroom management and motivating students (Chaplain, 2008; Goddard & Foster, 2001), while support of colleagues and positive interactions with students and colleagues enhance their well-being (Kyriacou & Kunc, 2007; Uusiautti et al., 2014). Meta analytic findings revealed that the relationship between student misbehavior and burnout was stronger for younger teachers compared to more experienced ones (Aloe et al., 2014). However, typical stressors and resources have mostly been reported as general trait-like characteristics (Schmidt et al., 2017). Considering that moods and behaviors of students and colleagues can vary daily, it is crucial to examine teachers' daily experiences both early in their careers and later to understand changes in the frequency of stressors and resources over time.
Method and Data
This study aimed to investigate how daily uplifts (resources) and hassles (stressors) reported by teachers change over time and whether specific categories of uplifts and hassles become more or less prominent. Two diary studies were conducted with N= 40 participants. The first study took place within the teachers' first four years in the profession, while the second study was conducted seven years later.
Results
Descriptive results highlight that beginning teachers frequently experience uplifts related to classroom instruction, social-emotional aspects with students, interactions with colleagues, and organizational tasks, while hassles are associated with classroom instruction, classroom management, interactions with colleagues, and organizational duties.
Overall, longitudinal data analysis revealed that teachers reported fewer uplifts (〖ΔM〗_(T1-T2) = –0.1, SE = .03, p= .003) and hassles (〖ΔM〗_(T1-T2) = –0.16, SE = .03, p< .001) over time (see Figure 1).
Specifically, the uplifts related to instruction (〖ΔM〗_(T1-T2) = –0.17, SE = .01, p< .001), and social-emotional aspects (〖ΔM〗_(T1-T2) = –0.15, SE = .01, p< .001) and interactions with colleagues (〖ΔM〗_(T1-T2) = –0.05, SE = .02, p< .001) decreased significantly over time, while uplifts related to organizational tasks (〖ΔM〗_(T1-T2) = 0.11, SE = .02, p< .001) increased. Regarding hassles, those related to classroom management (〖ΔM〗_(T1-T2) = –0.11, SE = .02, p< .001), instruction(〖ΔM〗_(T1-T2) = –0.04, SE = .01, p< .001), and interactions with colleagues (〖ΔM〗_(T1-T2) = –0.05, SE = .01, p< .001) decreased significantly over time, with no change in organizational hassles.
Scientific Significance
These findings provide valuable insights into the evolving nature of teachers' experiences with uplifts and hassles throughout their career stages. The results are discussed in the context of their associations with teachers' occupational well-being.

Authors

• Josina Schriek, Humboldt University - Berlin

• Bastian Carstensen, Leibniz Institute for Science and Mathematics Education

• Uta Klusmann, IPN · Leibniz Institute for Science and Mathematics Education