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<p>This article in the journal Gruppe. Interaktion. Organisation. (GIO) examines the demands and resources of Austrian school leaders, focussing on the systemic contexts that influence their work. The two studies presented are located in the field of positive psychology: Job Demands-Resources Theory, for example, deals with how certain job characteristics support or impair the well-being of employees. As part of an explanatory,&#xa0;sequential mixed-methods design, over 2000 Austrian school leaders were first surveyed via an online questionnaire between 2022 and 2023. According to the results, the majority of our hypotheses could be substantiated: Both personal resources and the demanding perception of not being able to influence important decisions, incrementally contribute to the prediction of motivational as well as health-impairing processes. To better understand the underlying causes of the reported stress, an interview study was subsequently conducted with 24&#xa0;school leaders. The results of the second study make it clear that the contradictory demands—between leading and being led as well as between pedagogical tasks and administrative duties—are systemic, which makes simple solutions difficult. As school leaders experience their work as fulfilling, but at the same time as demanding in terms of communication “above” and “below”, the study concludes by outlining positive psychological intervention options that can be integrated into everyday school life.</p>

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Belastet, aber selbstwirksam. Zum Erleben von beruflichen Anforderungen von Schulleitungen

  • 期刊论文

  • 发表日期：

    2025年6月13日

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  • Jana Groß Ophoff,
  • Sophia Richter,
  • Jonas Pfurtscheller,
  • Laurin Brandt,
  • Hannah Beer,
  • David Kemethofer

摘要

This article in the journal Gruppe. Interaktion. Organisation. (GIO) examines the demands and resources of Austrian school leaders, focussing on the systemic contexts that influence their work. The two studies presented are located in the field of positive psychology: Job Demands-Resources Theory, for example, deals with how certain job characteristics support or impair the well-being of employees. As part of an explanatory, sequential mixed-methods design, over 2000 Austrian school leaders were first surveyed via an online questionnaire between 2022 and 2023. According to the results, the majority of our hypotheses could be substantiated: Both personal resources and the demanding perception of not being able to influence important decisions, incrementally contribute to the prediction of motivational as well as health-impairing processes. To better understand the underlying causes of the reported stress, an interview study was subsequently conducted with 24 school leaders. The results of the second study make it clear that the contradictory demands—between leading and being led as well as between pedagogical tasks and administrative duties—are systemic, which makes simple solutions difficult. As school leaders experience their work as fulfilling, but at the same time as demanding in terms of communication “above” and “below”, the study concludes by outlining positive psychological intervention options that can be integrated into everyday school life.