Zusammenhangsfaktoren mit dem Fortbildungsverhalten von Lehrkräften

This study examines the differential correlation between teachers’ personal professional characteristics and the general conditions in schools and their training behavior. It takes an in-depth look at the previously unexamined group of social science teachers. The data basis is the survey of the student teacher panel as part of the National Educational Panel Study from 2021 and 2022. Logistic regression models were used to analyze the data of 580 young teachers entering the profession (230 of them with a faculty in the social sciences) with regard to the correlations between their motivation, self-efficacy, workload and school support structures with the participation in further training and the choice of topics. The results show on an interdisciplinary level that the school framework conditions have the most significant connection with participation behavior. If one also looks at participation in subject-related events, a positive correlation with the personal interest of the teachers is also evident. In the group of social science teachers, however, there is an apparent contradiction, as although there is an increased motivation to participate in further training, the actual participation behavior does not reflect this. Subject-specific deficits on the supply side are suspected as a possible cause, and further research approaches to investigate these deficits are needed.