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Work-Life-Balance? The Challenge of the Assessment of Prospective Teachers using the Example of Work-LifeBalance

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  • Petia Genkova

Abstract

Psychology and Psychology teachers are are requested to more actively take part in the assessment and teacher education. One of the basic research-questions concerns the qualification, capability and resilience of future teachers. To investigate under these aspects, health behavior and work-related patterns are consulted and Work-Life-Balance and stresscoping are discussed. In the paper at hand, three studies with heterogeneous methods, qualitatively and quantitatively, are presented that compare prospective teachers and teachers with regard to health- and work-related patterns of behaviour. The Fragebogen zur Erfassung des allgemeinen Wohlbefindes [Questionnaire for the assessment of general well-being] (FEW) by Bongartz (2000) and the Landauer Fragebogen zum Arbeitsstil [Landau questionnaire for work-style] (LFA; version for companies and universities) (Braun, 2000) have been used. The frame conditions of Work-Life-Balance are analysed. The results show that prospective teachers are more burdened than teachers and other working graduates. Furthermore, prospective teachers show lower work-satisfaction. Referring to the qualitative results, the tendency becomes obvious that prospective teachers strive for a secureness-orientation.

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  • Petia Genkova, 2015. "Work-Life-Balance? The Challenge of the Assessment of Prospective Teachers using the Example of Work-LifeBalance," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 5(11), pages 32-45, November.
    • Handle: RePEc:hur:ijarbs:v:5:y:2015:i:11:p:32-45
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    References listed on IDEAS

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    1. Alex Michalos, 1985. "Multiple discrepancies theory (MDT)," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 16(4), pages 347-413, May.
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