Klomp, Iben (2021) What happens “behind the scenes”. Taking a closer look at beginning teachers’ day-to-day fulfillment of psychological needs and well-being at work. Master thesis, Educational Sciences.
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Abstract
Beginning teachers are at a greater risk for leaving their jobs within the first 5 years, due to high job demands (Whitaker, 2003). Especially, beginning teachers in special education report higher levels of stress and burnouts. Prioritizing the well-being of beginning teachers and understanding which factors play a role in stimulating well-being is therefore an important task in educational research. To gain insight into which factors affect the well-beingof beginning teachers, the theoretical framework of the self-determination theory (SDT) was used in this study. SDT states that the fulfilment of the need for autonomy, competence and relatedness can stimulate one’s well-being. Furthermore, we wanted to explore whether the fulfilment of needs and well-being fluctuated over time, within teachers, due to the highvariation in the educational context. To test this, we used a within subject design, namely a diary study of seven weeks, to explore the fulfilment of needs and well-being of 25 beginning teachers, on a day-to-day basis. The results showed that for almost all the participating teachers the fulfilment of needs and their well-being fluctuated on a day-to-day basis. Besides, all the daily needs correlated with daily well-being at the group level. Moreover, all the daily needs were significant predictors of daily well-being at the group level. When looking at theindividual differences we saw that the way the needs related to the well-being differed between the teachers. For some teachers, autonomy and relatedness were significant predictors of daily well-being, while for others, competence was the only significant predictor. Lastly, we found that daily experienced well-being differed between the teachers from special education, secondary education and primaryeducation. However, the mean difference in fluctuation of well-being was nonsignificant between the different school types. These findings show that a more tailored support for beginning teachers is needed, to support their different needs and to ultimately contribute to the well-being of beginning teachers in the future.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Kupers, W.E. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 04 Nov 2022 12:42 |
| Last Modified: | 04 Nov 2022 12:42 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/652 |
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