In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically and empirically, how individual and organizational resources influence teachers’ professional agency. The analysis is based on data of the GEW-Frühjahrsreport 2025 (March 2025), from 5859 teachers in North Rhine-Westphalia. The findings reveal that emotional exhaustion and work engagement are significantly shaped by personal resilience, collegial support, and leadership culture. Resilience demonstrates a dual function, acting as a protective factor against exhaustion and as a motivational driver of engagement. In conjunction with leadership and collegiality resilience, it exerts significant indirect effects on teachers’ commitment and job satisfaction via emotional exhaustion and work engagement. The results underscore the need for a systemic understanding of resilience that integrates individual coping capacities with structural conditions. This article offers practice-oriented implications for health-promoting school development and advocates for the strategic integration of resilience promotion at the individual, collegial, and institutional levels.

"Chapter Three. Le Palais Imaginaire: Scale And Meaning In The Iconography Of Neo-Assyrian Cylinder Seals" published on 01 Jan 2009 by Brill.

Drawing upon the Job Demands-Resources (JD-R) model, this study examines the association between different school types and teacher work engagement as well as emotional exhaustion, in addition to the moderating roles of job (collegial and school management support) and individual (resilience) resources. We utilized multivariate regression models with interaction terms, applied to data from the GEW-Frühjahrsreport 2025—a cross-sectional quantitative survey assessing teacher well-being (TWB) among a representative sample of 5859 teachers in North Rhine-Westphalia. The findings reveal that vocational and special needs schools are associated with significantly higher work engagement and lower emotional exhaustion compared to other school types. Resilience emerged as the strongest predictor across both outcomes, followed by school management support. Moderation analyses indicate predominantly boosting effects, meaning that job resources exert greater positive influence in already-favorable school contexts. These results challenge the assumption that job resources primarily serve as buffers in high-demand settings. Instead, the study highlights the importance of systemic conditions and leadership quality in enabling the effective utilization of resources. Implications are discussed with regard to professional development, structural school reform, and the integration of well-being into educational policy.

Zusammenfassung: Im Kontext der akuten Herausforderung des Lehrkräftemangels manifestiert sich an Schulen vermehrt der Einsatz von Lehramtsstudierenden zur Deckung des Bedarfs (SWK 2023a). Aus dem Mangel resultiert zudem, dass Lehrkräfte fachfremd unterrichten. Der vorliegende Beitrag offeriert auf Grundlage einer explorativen, querschnittlichen Studie einen erstmaligen und nuancierten Einblick in die Tätigkeit von Studierenden an Schulen in Niedersachsen hinsichtlich ihres Einsatzes im fachfremden Unterricht. Die Daten wurden im Rahmen einer freiwilligen Online-Befragung im Wintersemester 2022/2023 an sechs Hochschulen/Universitäten in Niedersachsen erhoben. Aufbauend auf einer umfassenden Bestandsaufnahme einschlägiger (inter-)nationaler empirischer Befunde zum fachfremden Unterrichten sowie Unterrichten neben dem Studium erfolgt die Formulierung von Forschungsfragen sowie eine Darlegung des angewandten Studiendesigns. Nach der Präsentation ausgewählter Befunde zum fachfremden Unterrichten durch studentische Vertretungslehrkräfte schließt der Beitrag mit einer Diskussion der resultierenden Implikationen.