"Doppelter Praxisschock" auf dem Weg ins Lehramt? Verlauf und potenzielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt

Research output: Journal contributionsJournal articlesResearchpeer-review


  • Theresa Dicke
  • Doris Holzberger
  • Olga Kunina-Habenicht
  • Christina Linninger
  • Franziska Schulze-Stocker
  • Tina Seidel
  • Ewald Terhart
  • Detlev Leutner
  • Mareike Kunter

Beginning teachers are often associated with high strain and the so called reality shock. Although the German teacher induction process is supposed to ensure a smooth transition to becoming a teacher it is often a subject to criticism. Thus, in 2009 a reform of teacher induction was initiated. Applying a quasi-experimental (contrasting the last cohort before and the first after reform) pre-post-post design the current study examines the development of emotional exhaustion at the beginning (Time 1) and end (Time 2) of induction time, and after having worked as fully licensed teacher for one year (Time 3) for beginning teachers in North Rhine-Westphalia (N= 1,749). Results of latent change models provided evidence for a second reality shock; following an initial decrease during induction time, emotional exhaustion increased after the first year of fully licensed teaching. Neither the reform nor school type revealed any influencing effects on this development.

Translated title of the contribution"Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher
Original languageGerman
JournalPsychologie in Erziehung und Unterricht
Issue number4
Pages (from-to)244-257
Number of pages14
Publication statusPublished - 2016
Externally publishedYes