Challenge-appraisal profiles of beginning teachers and inter-profile differences in self-efficacy, self-regulation, and emotions

2021/09/10 by Manuela Keller-Schneider
Psychology · #Creativity in Education and Neuroscience #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports

paper · pdf · doi:10.1080/02619768.2021.1971647

openalex publication_date 2021/09/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

This paper focusses on beginning teachers’ appraisals of the challenge posed by their various professional requirements, and the associated buffering and boosting effects of individual resources. Challenge appraisal is relevant for professionalisation, but also risks energy loss, which hinders professionalisation. In this study, beginning teachers (n = 864) from primary and secondary schools in Switzerland and Germany were asked by questionnaire to report how challenging they found certain professional requirements (developmental tasks that relate to the career-entry stage), and to self-report their levels of certain individual resources. Six challenge-appraisal profiles were identified, which showed task-specific differences as well as differing individual-resource profiles. Self-efficacy, satisfaction, and dissociation reduced perceived challenge, while strain and engagement increased it. Two profiles showed a risk of stagnation and emotional exhaustion. Possessing reflexive and metacognitive skills concerning challenge appraisals and self-regulation may help student-teachers’ professionalisation.

Citations

• Patterns in teacher learning in different phases of the professional career
• Networking and the development of professionals: Beginning teachers building social capital
• Perceived Problems of Beginning Teachers
• Motivational Beliefs, Values, and Goals
• Teacher Professional Development Focusing on Pedagogical Content Knowledge

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