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Burnout Symptoms in Preschool Teachers and the Relation to Job Conditions and Quality of Care = = Burnout Symptome Fruhpadagogischer Fachkrafte Undder Zusammenhang zu Arbeitsbedingungen Undder Qualitat der Betreuung.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Burnout Symptoms in Preschool Teachers and the Relation to Job Conditions and Quality of Care =/
其他題名:	Burnout Symptome Fruhpadagogischer Fachkrafte Undder Zusammenhang zu Arbeitsbedingungen Undder Qualitat der Betreuung.
作者:	Trauernicht, Mareike.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	199 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Womens health. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28688286
ISBN:	9798544203711

Burnout Symptoms in Preschool Teachers and the Relation to Job Conditions and Quality of Care = = Burnout Symptome Fruhpadagogischer Fachkrafte Undder Zusammenhang zu Arbeitsbedingungen Undder Qualitat der Betreuung.
Trauernicht, Mareike.

Burnout Symptoms in Preschool Teachers and the Relation to Job Conditions and Quality of Care =Burnout Symptome Fruhpadagogischer Fachkrafte Undder Zusammenhang zu Arbeitsbedingungen Undder Qualitat der Betreuung. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 199 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--Freie Universitaet Berlin (Germany), 2021.

Preschool teachers have become central educators of young children and they are crucial for the quality of care in early childhood education and care (ECEC) institutions. Unfortunately, their profession is particularly affected by work-related burnout symptoms, which should be given special attention in light of the current expansion and professionalization efforts in the ECEC system. Burnout research suggests that burnout symptoms arise from chronic work stress, resulting from imbalances between personal and environmental job demands and resources and leading to negative consequences for institutions, workers, and service recipients. However, little is known about the origins and consequences of preschool teachers' burnout symptoms in particular, especially in Germany. Hence, the present dissertational project explored preschool teachers' burnout symptoms and the role of (satisfaction with) different job conditions as well as consequences for the quality of care. In more detail, study 1 investigated personal and environmental job conditions in relation to preschool teachers' emotional exhaustion, a core symptom of burnout. Individual-level data obtained from 1,384 preschool teachers from 204 preschools across Germany as well as respective preschool-level data were subjected to multilevel analysis. Findings revealed that preschool differences explained a small amount of variance in preschool teachers' emotional exhaustion and particularly highlighted the role of social experiences at the workplace, such as the perceived team climate and relation to parents. Study 2 explored associations between different aspects of job satisfaction - understood as the subjective-emotional fit between one's own expectations and the perceived work reality - and all three burnout dimensions, including emotional exhaustion, depersonalization, and reduced personal accomplishment (N = 346). The results emphasized the role of satisfaction with team collaboration and cooperation with parents across all burnout dimensions. Additionally, emotional exhaustion was reversely linked to satisfaction with opportunities for promotions, working hours, and wages. Concerning the consequences of burnout symptoms, study 3 developed and tested a novel experimental design using an autobiographical memory task to investigate the effects of induced burnout symptoms on cognitive and affective empathy, an important prerequisite for high-quality caregiving. With a sample of 355 participants recruited via Amazon.com's Mturk, findings indicated that the experimental group indeed showed higher burnout symptoms and decreased cognitive empathy compared to the control groups. Finally, in a sample of 1,389 preschool teachers nested in 204 preschools in Germany, study 4 addressed the relation of preschool teachers' levels of emotional exhaustion and the frequency of language and early literacy related educational activities embedded into daily routines, considered as an important aspect and domain of high process quality. Multilevel analyses demonstrated that emotional exhaustion was negatively linked to the frequency of educational activities beyond important structural characteristics. Taken together, the findings obtained underline the significance of the social environment for preschool teachers' burnout symptoms. Further, they point toward negative consequences of burnout symptoms for preschool teachers' empathy and professional practices. The present dissertation addresses an understudied topic of high societal relevance. It has the potential to inform theory development and future empirical work as well as to provide scientific evidence on where and why to intervene against burnout symptoms in preschool teachers.

ISBN: 9798544203711Subjects--Topical Terms:

3562508
Womens health.

Burnout Symptoms in Preschool Teachers and the Relation to Job Conditions and Quality of Care = = Burnout Symptome Fruhpadagogischer Fachkrafte Undder Zusammenhang zu Arbeitsbedingungen Undder Qualitat der Betreuung.
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300 $a 199 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Oppermann, Elisa.
502 $a Thesis (Ph.D.)--Freie Universitaet Berlin (Germany), 2021.
520 $a Preschool teachers have become central educators of young children and they are crucial for the quality of care in early childhood education and care (ECEC) institutions. Unfortunately, their profession is particularly affected by work-related burnout symptoms, which should be given special attention in light of the current expansion and professionalization efforts in the ECEC system. Burnout research suggests that burnout symptoms arise from chronic work stress, resulting from imbalances between personal and environmental job demands and resources and leading to negative consequences for institutions, workers, and service recipients. However, little is known about the origins and consequences of preschool teachers' burnout symptoms in particular, especially in Germany. Hence, the present dissertational project explored preschool teachers' burnout symptoms and the role of (satisfaction with) different job conditions as well as consequences for the quality of care. In more detail, study 1 investigated personal and environmental job conditions in relation to preschool teachers' emotional exhaustion, a core symptom of burnout. Individual-level data obtained from 1,384 preschool teachers from 204 preschools across Germany as well as respective preschool-level data were subjected to multilevel analysis. Findings revealed that preschool differences explained a small amount of variance in preschool teachers' emotional exhaustion and particularly highlighted the role of social experiences at the workplace, such as the perceived team climate and relation to parents. Study 2 explored associations between different aspects of job satisfaction - understood as the subjective-emotional fit between one's own expectations and the perceived work reality - and all three burnout dimensions, including emotional exhaustion, depersonalization, and reduced personal accomplishment (N = 346). The results emphasized the role of satisfaction with team collaboration and cooperation with parents across all burnout dimensions. Additionally, emotional exhaustion was reversely linked to satisfaction with opportunities for promotions, working hours, and wages. Concerning the consequences of burnout symptoms, study 3 developed and tested a novel experimental design using an autobiographical memory task to investigate the effects of induced burnout symptoms on cognitive and affective empathy, an important prerequisite for high-quality caregiving. With a sample of 355 participants recruited via Amazon.com's Mturk, findings indicated that the experimental group indeed showed higher burnout symptoms and decreased cognitive empathy compared to the control groups. Finally, in a sample of 1,389 preschool teachers nested in 204 preschools in Germany, study 4 addressed the relation of preschool teachers' levels of emotional exhaustion and the frequency of language and early literacy related educational activities embedded into daily routines, considered as an important aspect and domain of high process quality. Multilevel analyses demonstrated that emotional exhaustion was negatively linked to the frequency of educational activities beyond important structural characteristics. Taken together, the findings obtained underline the significance of the social environment for preschool teachers' burnout symptoms. Further, they point toward negative consequences of burnout symptoms for preschool teachers' empathy and professional practices. The present dissertation addresses an understudied topic of high societal relevance. It has the potential to inform theory development and future empirical work as well as to provide scientific evidence on where and why to intervene against burnout symptoms in preschool teachers.
520 $a Fruhpadagogische Fachkrafte sind mittlerweile zentrale Bezugspersonen fur Kinder und spielen eine entscheidende Rolle fur die Qualitat der Betreuung in Einrichtungen fruhkindlicher Bildung, Betreuung und Erziehung. Nun ist diese Berufsgruppe besonders von arbeitsbezogenen Burnout-Symptomen betroffen,wasinsbesondere angesichts der gegenwartigen Expansions- undProfessionalisierungsbestrebungen im fruhkindlichen Bildungssystem besonders beachtet werden sollte. Gemas der Burnout-Forschung entstehen Burnout-Symptome aufgrund von langanhaltendem Stress am Arbeitsplatz, insbesondere aus einem Ungleichgewicht zwischen individuellen und umweltbezogenen ArbeitsanforderungenundRessourcen mit negativen Folgen fur Institutionen, Arbeitnehmer undLeistungsempfanger.Bisher gibt es jedoch erst wenig Forschung zu den Ursprungen und Auswirkungen vonBurnout-Symptomen beifruhpadagogischem Fachpersonal. Aus diesem Grund widmete sich die vorliegende Dissertation der Untersuchung von BurnoutSymptomen von fruhpadagogischen Fachkraften und der Rolleunterschiedlicher Arbeitsbedingungen sowie der Konsequenzen fur die Qualitatder Betreuung. Die erste Studie untersuchte personliche und umgebungsbezogene Arbeitsbedingungen inBezug auf emotionale Erschopfungvon fruhpadagogischen Fachkraften Kernsymptom von Burnout.Dafur wurden individuelle Daten von 1.384 fruhpadagogischenFachkraften aus204 Kindertagesstatten aus ganz Deutschland sowie Daten der jeweiligen Kindertagesstatten einer Mehrebenenanalyse unterzogen. Die Befunde zeigten, dass Einrichtungsunterschiede eine geringe Varianz in der emotionalen Erschopfung der fruhpadagogischen Fachkrafte erklarten, und hoben insbesondere die Rolle sozialer Erfahrungen am Arbeitsplatz, wie z.B. das wahrgenommene Teamklima und die Beziehung zu den Eltern, hervor. Die zweite Studie erforschte Zusammenhange zwischen verschiedenenAspekten der Arbeitszufriedenheit - verstanden als subjektiv-emotionale Passung von 11 eigenen Vorstellungen und der wahrgenommenen Arbeitsrealitat- und allen drei BurnoutDimensionen: emotionale Erschopfung, Depersonalisation und verringerte personliche Leistungsfahigkeit (N = 346)DieErgebnissebetonten die Rolle der Zufriedenheit mit der Zusammenarbeit im Team sowie mit der Zusammenarbeit mit den Eltern fur alle BurnoutDimensionen. Zusatzlich konnte einegativeZusammenhang zwischen emotionaler Erschopfung und der Zufriedenheit mit Aufstiegschancen, Arbeitszeiten und dem Gehalt aufgezeigt werden. In Bezug auf die Auswirkungen von Burnout-Symptomen, wurden Studie 3 ein neues experimentelles Design mithilfe einerautobiographischen Gedachtnisaufgabe entwickelt, mitder der kausale Einfluss von induzierten BurnoutSymptomen aufkognitive und affektive Empathie untersucht wurde einer wichtigen Voraussetzung fur gute Betreuung. Die Stichprobe bestand aus 355 Personen, die via Amazon.com's Mturk rekrutiert wurden. Die Befunde zeigten, dass die Experimentalgruppe tatsachlich erhohte Burnout-Symptome sowie eine geringere kognitive Empathie vorwies. Studie 4 befasste sich schlussendlich mit der Beziehung zwischen dem Erschopfungsgrad von fruhpadagogischen Fachkraften und der Haufigkeit alltagsintegrierter sprach- und fruher schreibbezogenerBildungsaktivitaten, die alswichtigeAspekte und Domane der Prozessqualitat verstanden werden. Die Stichprobe bestand aus 1.389 fruhpadagogischen Fachkraften aus 204 Kindertagesstattenin Deutschland. Mehrebenenanalysen zeigten den negativen Zusammenhang zwischen emotionaler Erschopfung und der Haufigkeit an Bildungsaktivitatenauf,sogaruberwichtigestrukturelleCharakteristika hinaus. Zusammengenommen unterstreichen die gew onnenen Befundedie hohe Bedeutsamkeit des sozialen Arbeitsumfelds fur Burnout-Symptome fruhpadagogischer Fachkrafte. Des Weiteren weisen sie auf negative Folgen fur soziale Kompetenzen fruhpadagogischer Fachkrafte sowie fur ihr professionelles Handeln hin. Die vorliegend 12 Dissertation befasst sich mit einem wenig erforschten Thema von hoher gesellschaftlicher Relevanz . Damit kann sie zur weiteren Theorieentwick lung beitragen, zukunftige empirische Arbeiten informieren sowie wissenschaftliche Erkenntnisse daruber liefern, an welchen Stellen und warum gegen Burnout -Symptome von fruhpadagogischen Fachkraften vorgegangen werden sollte.
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650 4 $a Early childhood education. $3 518817
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