The Integrative Framework Model on Stresses and Resources in the Teaching Profession According to Cramer et al. from the Perspective of Adult and Further Education Workers in Work with Refugees

• Published in: Clinical social work journal / CWS 2022-06, Vol.13 (3), p.34-38
• Main Authors: Vukadin, F., Tomanek, P.
• Format: Article
• Language: English
• Subjects: Adult education; Adults; Age; Content analysis; Continuing education; Coping; Employees; Interviews; Language teachers; Physical therapy; Refugees; Teachers; Teaching; Training
• ISSN: 2222-386X; 2076-9741
• DOI: 10.22359/cswhi_13_3_04

Cramer et al. (2018) found in their integrative framework model on stress, resources and consequences of teacher stress that teachers are mentally stressed. In their contribution, published in 2018, they establish an integrative framework model for stress and strain in the teaching profession on the basis of existing theories and models. The author of this thesis researches adult education workers who work with refugees as part of their educational work. The following research question is asked: Can the Cramer et al. transfer the modeled connections between stress, resources and stress to adult educators who work with refugees? For this purpose, the answers from interviews with 12 employees of adult education are subjected to a structuring qualitative content analysis and included under the Cramer et al. the personal and professional stresses, resources and consequences of stress mentioned are subsumed. As a result, the Cramer et al. modeled relationships between stress, resources and stress are also transferred to adult educators who work in the professional field of training and further education for refugee adults.