Proaktives Verhalten: Schlüsselkompetenz für die Karriereentwicklung

Hüttges, Annett; Fay, Doris

doi:10.1007/978-3-662-45855-6_20-1

Cited by 2 publications

(2 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Proactive behaviour in different occupations" includes a five-item scale (see Appendix, Table A7) measuring proactive professional behaviour, and was submitted by Mareike Kunter, Franziska Baier, Julia Dohrmann and Verena Jörg from the Leibniz Institute for Research and Information in Education (Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)). Proactive behaviour, defined as self-initialised and change-oriented activities (Hüttges & Fay, 2019;Ohly et al, 2006;Thomas et al, 2010), is a prerequisite for dealing both with changes in society and in the school system, and has been shown to be predictive of occupational success (Hüttges & Fay, 2019;Thomas et al, 2010). It was measured using the subscale "Voice", which is conceptualised as the "individuals' propensity to proactively discuss change-oriented and constructive ideas" (Thomas et al, 2010, 277).…”

Section: Proactive Behaviour In Occupationsmentioning

confidence: 99%

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

Schaeper¹,

Ortenburger²,

Franz³

et al. 2023

JOPD

View full text Add to dashboard Cite

This paper describes the design, survey instruments, data, and their potential for use of a longitudinal study of (prospective) teachers in Germany that follows their professional and competence development from teacher education into the first years in the teaching profession. The Panel of Teacher Education Students (Lehramtsstudierenden-Panel (LAP)) is linked to the Starting Cohort 5 of the National Educational Panel Study (NEPS), which initially included about 18,000 first-year students in the winter term 2010/2011 and an oversampling of teacher education students (about 5,500 students). From 2014 onwards, multiple survey instruments—for example, aspects of preparatory service and of professional competence, instructional practices, and professional development— were specifically addressed to (prospective) teachers. The data was collected in 19 waves between 2010 and 2022.

show abstract

Section: Proactive Behaviour In Occupationsmentioning

confidence: 99%

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

Schaeper¹,

Ortenburger²,

Franz³

et al. 2023

JOPD

View full text Add to dashboard Cite

show abstract

“…By definition, personal initiative is long‐term focused, goal‐ and action‐oriented and consistent with the organization's aims (Frese et al., 1997). The construct is well studied in various professions and linked to positive outcomes on both individual and organizational levels (Hüttges & Fay, 2019; Tornau & Frese, 2013). At school, teachers' personal initiative can range from initiating improvements in daily workflows to anticipating upcoming problems.…”

Section: Introductionmentioning

confidence: 99%

Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study

Jörg,

Hartmann,

Philipp

et al. 2023

Brit J of Edu Psychol

View full text Add to dashboard Cite

BackgroundIn times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour are rare.AimsIntegrating previous research on proactive behaviour within the Job Demand–Resources (JD‐R) Model, this paper investigates how job characteristics (time pressure, bureaucratic structures, participative climate, personal initiative of the team) and aspects of teachers' professional competence (self‐efficacy, self‐regulation skills and knowledge) contribute to and interact with their proactive behaviour.SampleA total of 130 German secondary school teachers (M(SD)age = 44.05 (11.36), 65% female) participated in this study.MethodsWe employed a full two‐wave panel design, with measurement points 5 months apart. The data were analysed with (moderated) single indicator modelling and a cross‐lagged panel model.ResultsWhile teachers' self‐efficacy in implementing change and self‐regulation skills predicted their concurrent proactive behaviour, job characteristics and teachers' knowledge had no such cross‐sectional effects. In addition, we found an interaction effect of time pressure and teachers' self‐efficacy on proactive behaviour. Including the second measurement point, data indicated no cross‐lagged effects of the job and personal factors on proactive behaviour. However, cross‐lagged analysis revealed that teachers' proactive behaviour predicted their later self‐efficacy in implementing change and the time pressure they perceive.ConclusionsExamining both cross‐sectional and longitudinal effects, this study highlights the importance of measurements over time when analysing factors that influence teachers' proactive behaviour: While aspects of professional competence appear to be trainable concurrent resources, time pressure can limit their effect. Finally, cross‐lagged effects of teachers' proactive behaviour on their later self‐efficacy and time pressure appear as influential in the long run.

show abstract

Proaktives Verhalten: Schlüsselkompetenz für die Karriereentwicklung

Cited by 2 publications

References 49 publications

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study

Contact Info

Product

Resources

About