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Is motivation the key?: Linking motivational orientations and mental health among novice special education teachers

This study investigates the relationships between motivational orientations and mental health among novice special education teachers. Given the considerable challenges faced during the early stages of their careers, identifying factors that support mental health is essential. A cross-sectional surv...

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Autores principales: Schwarzer, Nicola-Hans (Autor) , Dörfler, Tobias (Autor) , Sachse, Steffi (Autor) , Sticca, Fabio (Autor) , Dietrich, Lars (Autor)
Formato: Article (Journal)
Lenguaje:inglés
Publicado: April 2026
In: Teaching and teacher education
Year: 2026, Volumen: 172, Pages: 1-10
ISSN:0742-051X
DOI:10.1016/j.tate.2025.105373
Acceso en línea:Resolving-System, kostenfrei, Volltext: https://doi.org/10.1016/j.tate.2025.105373
Verlag, kostenfrei, Volltext: https://www.sciencedirect.com/science/article/pii/S0742051X25004512
Enlace del recurso
Notas de Autor:Nicola-Hans Schwarzer, Tobias Dörfler, Steffi Sachse, Fabio Sticca, Lars Dietrich
Descripción
Sumario:This study investigates the relationships between motivational orientations and mental health among novice special education teachers. Given the considerable challenges faced during the early stages of their careers, identifying factors that support mental health is essential. A cross-sectional survey of 695 novice special education teachers in Southern Germany assessed subject-related motivation, teaching-related motivation, and teaching-related self-efficacy. Structural equation modeling was used to test the hypotheses. Results indicated no significant associations between subject-related or teaching-related motivation and symptom severity or well-being. However, teaching-related self-efficacy was positively linked to well-being and negatively related to symptom severity. These findings suggest that teaching-related self-efficacy may serve as a key health-promoting resource for novice special education teachers. The findings underscore the importance of supporting teaching-related self-efficacy in pre-service and in-service special education teachers.
Notas:Online verfügbar: 03. Januar 2026
Gesehen am 08.04.2026
Descripción Física:Online Resource
ISSN:0742-051X
DOI:10.1016/j.tate.2025.105373

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