The art of Self-Management as a Teacher: A self-regulation training as a contribution to teachers’ career development
Auch auf Deutsch verfügbar
Content of this page
Profile
- Project leadership
- Simone Berweger (PHZH), Christine Bieri Buschor (PHZH)
- Project team
- Zippora Bührer (PHZH), Andrea Keck Frei (PHZH), Christine Wolfgramm (PHZH)
- Organisational unit
- F-PS-LPP (Lehrberufe und Pädagogische Professionalität)
- Project phase
- Completed (1.1.2018 – 31.8.2022)
- Project type
- Research & development project
- Funding
- Swiss National Science Foundation
- Participating institutions
- PH Schwyz
Description
The high teacher drop out rate within the first five years of teaching led to a worldwide – and also to a Swiss – call for suitable retention training programs (suitable continuous education programs). In the context of the project “The art of self-management as a teacher – A self-regulation training as a contribution to teachers’ career development”, such program was developed. The program focuses on strengthening teachers’ self-regulation. Self-regulation, in terms of “self-management”, is one of the core professional competences that have a positive impact on continuance in teaching, career development, teachers well being and teaching quality in the classroom.
Content and aims of the research project
Self-regulation refers to one’s own goal-setting and planning, as well as the stepwise implementation and goal achievement. Yet, sustainable and effective training programs for teachers’ professional development (continuous education) are still scarce. Existing programs have been criticised to be too much focused on personality rather than being action- and process-oriented. The aim of the project, therefore, is to strengthen teachers’ self-regulation, including self-regulation strategies, and their continuance to teaching within a three weeks program during the induction phase after two to four years of teaching. Furthermore, they are supported to reduce stress. For these purposes, a self-management training was developed and a face-to-face coaching is used for consolidation. In addition, an online-coaching, conducted by professional coaches, supports participants to transfer their acquired knowledge and skills, as well as the implementation of their goals beyond the training into practice.
Research and social context
The project contributes to the body of knowledge on teachers’ self-regulation and to the question how they can be supported to improve their self-management. The comparison of different intervention settings further reveals what type of setting, in particular, is suitable to strengthen teachers’ self-regulation. The results are of great importance to design subsequent training programs for professional development beyond the teacher induction phase.
Publications
Bührer, Zippora, Christine Wolfgramm, Simone Berweger, Andrea Keck Frei, Christine Bieri Buschor (2025) Why Coaching Matters: Exploring the Interplay of Teacher Self-Regulation and Well-Being with a Longitudinal Multigroup Model. Frontiers in Psychology.
In: Frontiers in Psychology.
Bührer, Zippora, Christine Bieri, Buschor, Simone Berweger, Andrea Keck Frei and Christine Wolfgramm (2024) Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme.
European Journal of Teacher Education, 1–18.
Bieri, Buschor Christine, Zippora Bührer, Andrea Keck, Simone Berweger & Christine Wolfgramm (2023) Does Online Coaching Support Training Transfer? Perceptions of Early-Career Teachers’ Implementation of Self-Regulation Strategies in the Context of a Professional Development Programme.
In: Chye, S. Y. L. & Chua, B. L. (Eds.), Pedagogy and Psychology in Digital Education. Singapore: Springer Nature, 73–90.
Bieri Buschor, Christine, Simone Berweger, Andrea Keck Frei (2022) Training manual: Professional development program for the induction phase – a self-management training course for early career teachers.
Bieri Buschor, Simone Christine, Berweger, Andrea Keck Frei (2022) Training workbook: Professional development program for the induction phase – a self-management training course for early career teachers.
Wolfgramm, Christine, Simone Berweger, Andrea Keck Frei, Zippora Bührer, Christine Bieri Buschor (2022) How the COVID-19 Pandemic Changed Swiss Primary School Teachers’ Perceptions of Job Stress, Emotional Exhaustion, and Personal Resources – Insights from a Longitudinal Study.
In: G. Krammer & H. Burgsteiner (Eds.), Impacts of COVID-19 Pandemic’s Distance Learning. Leykam.
Keck, Frei Andrea, Simone Berweger, Zippora Bührer, Christine Wolfgramm, Christine Bieri Buschor (2020) Als Lehrperson zielgerichtet mit Belastungen umgehen. Ein Selbstmanagement-Training.
Journal für LehrerInnenbildung 20 (4), 48–57.
Simone Berweger, Andrea Keck Frei, Zippora Bührer, Christine Wolfgramm, & Christine Bieri Buschor (2019) Schützt Selbstregulation vor emotionaler Erschöpfung? Subjektive Belastung und personale Ressourcen von Lehrpersonen am Ende der Berufseinstiegsphase.
In: Netkey Safi, Catherine Bauer, & Mirjam Kocher (Hrsg.), Lehrberuf: Vorbereitung, Berufseinstieg, Perspektiven. Beiträge aus der Professionsforschung. Bern: hep Verlag, S. 113–126.
Bieri Buschor, Christine, Susanna Abegg, Simone Berweger, Birgitta Braun, Andrea Keck Frei, Nicole Périsset (2018) Manual “Weiterbildung in der Berufseinstiegsphase – ein Selbstmanagement-Training für Lehrpersonen”.
Pädagogische Hochschule Zürich: Zürich
Bieri Buschor, Christine, Susanna Abegg, Birgitta Braun, Simone Berweger, Andrea Keck Frei, Nicole Périsset (2018) Persönliches Workbook “Weiterbildung in der Berufseinstiegsphase – ein Selbstmanagement-Training für Lehrpersonen”.
Pädagogische Hochschule Zürich: Zürich