Not met expectations of pre-service teachers regarding the practical induction phase as predictors of emotional exhaustion

Not met expectations of pre-service teachers regarding the practical induction phase as predictors of emotional exhaustion Abstract. The present study investigates the perceived fulfillment of expectations of pre-service teachers regarding the practical induction phase. Based on empirical findings from work and organizational psychology, it is expected that unfulfilled expectations of the induction phase might be associated with an increase in emotional exhaustion. A newly developed scale was used to survey 1109 pre-service secondary school teachers at the beginning (expectations) and one year later at the end of the induction phase (fulfilled expectations) about positive ("benefits") and negative ("costs") perceptions of the induction phase as well as pre-service teachers' emotional exhaustion. The cost-benefit scale was able to capture (fulfilled) expectations sufficiently well at both measurement time points. Emotional exhaustion was also reliably captured, with a significant increase in emotional exhaustion over the study period. Response surface analyses indicated an increase in emotional exhaustion over the study period when expectations regarding costs and benefits of the induction did not match actual perceptions. Results are discussed based on current empirical findings. Finally, an outlook on subsequent research is given.