School of Education

Anja Philipp

Anja Philipp

Leadership
AL: Education Studies

Position

Associate Professor

Discipline

Teacher Development Studies

Email

philippa@ukzn.ac.za

Contact Number

031-260-3819

Campus

Office Address

MTB, Office CS138

Experience

  • Overall, I have more than 11 years of experience in teacher research:

    At the Institute of Work and Organisational Psychology (Albert-Ludwigs University Freiburg, Germany), I focused on emotion regulation strategies of teachers at different stages of their careers and how these influence teacher well-being (stress and burnout) and work-ability.

    At the Institute of Educational Psychology ( Goethe-University in Frankfurt, Germany), I expanded my research portfolio by including topics related to teacher proactive behaviours to improve school development and the role of leadership behaviours and school atmosphere in this context.

    I joined UKZN in April 2017 and am currently working on job demands and burnout levels of South African teachers, emotion work of teachers in classrooms in South Africa as well as proactive behaviour of teachers for professional and school development.

Research Interests

My research interests include:

  • Self-regulation strategies of teachers.
  • Occupational health and well-being of teachers (stress and burnout prevention).
  • Age-related differences/career-stage specific differences in the use of these strategies.
  • Professional development of teaching staff over the career cycle.
  • Workplace health promotion for teaching staff of different age groups.
  • Proactive behaviour/personal initiative of teaching staff.
  • Leadership behaviour and innovation in schools.

Teaching Interests

  • My teaching interests range from Educational Psychology to Occupational Health Training Courses, Developmental Psychology or Research Methods.

Supervision

  • At MEd and PhD level. Supervision of IRP Honours students in Teacher Development Studies.

Selected

Publications

  • Holzberger, D., Philipp, A., & Kunter, M. (2016). Ein Blick in die Black-Box: Wie der Zusammenhang von Unterrichtsenthusiasmus und Unterrichtshandeln von angehenden Lehrkräften erklärt werden kann [A Glance Into the Black Box: How the Relationship Between Teacher Candidates’ Enthusiasm for Teaching and Their Instructional Behavior Can Be Explained]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48, 90-105.
  • Holzberger D., Philipp, A., & Kunter, M. (2014). Predicting Teachers’ Instructional Behaviors: The Interplay Between Self-efficacy and Intrinsic Needs. Contemporary Educational Psychology, 39, 100-111.
  • Holzberger D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786.
  • Philipp, A., & Kunter, M. (2013). How do teachers spend their time? A study on teachers’ strategies of selection, optimisation, and compensation over their career cycle. Teaching and Teacher Education, 35(1), 1-12.
  • Philipp, A., & Schuepbach, H. (2010). Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology, 15(4), 494–504.
  • Philipp, A., & Schuepbach, H. (2010). Berufsaltersbedingte Veränderungen im Umgang mit belastenden Unterrichtsepisoden. [Age-related changes in dealing with emotional episodes in the classroom] Zeitschrift für Arbeitswissenschaft, 3, 161–171.

Klusmann, U., & Philipp, A. (2014). Belastung und Beanspruchung im Lehrerberuf: Zum Stand der Empirischen Forschung [Demands and Strain of Teachers. On the State of the Empirical Research]. In E. Terhart, H. Bennewitz & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf [Handbook on Teacher Research]. (2nd rev. ed., pp. 1014-1022). Münster: Waxmann.

Philipp, A., & Schuepbach, H. (2013). Age-Related Differences in the Emotion Regulation of Teachers in the Classroom. In C. M. Schlick, E. Frieling & J. Wegge (Eds.), Age-Differentiated Work Systems (pp. 149-173). Berlin Heidelberg: Springer.

Krause, A., Meder, L., Philipp, A., & Schuepbach, H. (2010). Gesundheit, Arbeitssituation und Leistungsfähigkeit der Lehrkräfte [Health, working conditions and performance of teachers]. In P. Paulus (Ed.), Bildungsförderung durch Gesundheit: Bestandsaufnahme und Perspektiven für eine gute gesunde Schule (S. 57–85). Weinheim: Juventa.

  • Philipp, A., Steier, F., & Kunter, M. (2018, January). Selection, optimisation and compensation strategies of teachers and their relationship with teacher burnout as well as life and job satisfaction. Paper accepted for the Annual Conference of the Education Association of South Africa (EASA), Durban.
  • Philipp, A., & Schuepbach, H. (2017, October). Emotion regulation techniques of teachers in class. Paper presented at the 5th Congress of the South African Education Research Association (SAERA), Port Elisabeth.
  • Philipp, A., & Kunter, M. (2013, May). Proactive behavior of teachers for school development: Research on antecedents at the individual and school level. Paper presented at the 16th Congress of the European Association of Work and Organizational Psychology (EAWOP), Münster (Germany).
  • Holzberger, D., Kunter, M., & Philipp, A. (2013, April & May). Teacher efficacy as a predictor for or a consequence of instructional quality? Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco (USA).
  • Philipp, A., & Kunter, M. (2013, April & May). Proactive behavior of teachers for school development: Research on antecedents at the individual and school level. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco (USA).
  • Philipp, A., & Kunter, M. (2011, August & September). Strategies of selection, optimisation, and compensation of teachers over their career cycle. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter (UK).
  • Philipp, A., & Schuepbach, H. (2009, May). Age-related differences in emotion regulation of teachers during demanding situations in class. Paper presented at the 14th European Congress of Work and Organizational Psychology (EAWOP), Santiago de Compostela (Spain).
  • Philipp, A., & Schuepbach, H. (2008, November). Emotion regulation in demanding classroom situations. Paper presented at the 8th Congress of the European Academy of Occupational Health Psychology (EAOHP), Valencia (Spain).
  • Philipp, A., Krause, A., & Schuepbach, H. (2008, July). Effects of emotion regulation on the health of teachers over time. Paper presented at the XXIXthInternational Congress of Psychology (ICP), Berlin (Germany).
Successful

(co-)supervision

  • D. Holzberger 
    Motivationale Orientierungen von Lehrkräften und deren Unterrichtshandeln. Eine differenzierte Betrachtung vermittelnder Mechanismen, Arbeitsbedingungen und Wirkrichtungen [Motivational orientations of teachers and their instructional behaviour. A differentiated view on mediating mechanisms, working conditions and direction of effects]. Cumulative thesis Goethe-University Frankfurt, Germany (2013).
  • M. Wittek
    Engagement von Lehrkräften für ihre Schule: Zusammenhang von Proaktivität Arbeits(un-)zufriedenheit und Wissen über Schulentwicklung [Teacher engagement towards their schools: On the relationsship of proactivity, work (dis)satisfation and knowledge on school development]. Unpublished Master thesis, Goethe-University Frankfurt, Germany (2014).
  • F. Steier
    Selektion, Optimierung und Kompensation (SOK) als personale Ressource von Lehrkräften: Zum Zusammenhang zwischen der Anwendung von SOK Strategien und dem Befinden von Lehrkräften“
    [Selection, optimisation and compensation (SOC) as personal resources of teachers: On the relationship of SOC-strategy use and well-being of teachers]. Unpublished Diploma thesis, Goethe-University Frankfurt, Germany (2014).
  • A. Burkhardt
    Diplomarbeit zum Thema „Situationsspezifika der Emotionsregulation bei Lehrkräften im Unterricht“ [Situation-specific use of emotion regulation of teachers in class].Unpublished Diploma thesis, Albert-Ludwigs-University Freiburg, Germany (2009).
  • M. Hotz
    Diplomarbeit zum Thema „Emotionsregulation im Lehrerberuf – Pilotstudie zum Umgang mit Emotionen in belastenden Unterrichtssituationen“ [Emotion regulation of teachers – A pilot study on the managament of emotions in demanding situations in class]. Unpublished Diploma thesis, Albert-Ludwigs-University Freiburg, Germany (2008).
  • S. R. Gerlach
    Unter welchen Umständen ergreifen Lehrkräfte die Initiative für ihre Schule? Zur Bedeutung von Persönlichkeitscharakteristika für das proaktive Handeln von Lehrkräften. [Under which conditions do teachers act proactively for their schools? On the role of teacher characteristics for their proactive behaviour as regards school development]. Unpublished thesis, Goethe-University Frankfurt, Germany (2014).
  • J. K. Koppert
    Unter welchen Umständen ergreifen Lehrkräfte die Initiative für ihre Schule? Zur Bedeutung des Befindens von Lehrkräften für deren proaktives Handeln [Under which conditions do teachers act proactively for their schools? On the role of teacher well-being for their proactive behaviour as regards school development]. Unpublished thesis, Goethe-University Frankfurt, Germany (2014).
  • J. Klein
    Zur Bedeutung der Eigeninitiative von Lehrkräften im Rahmen von Schulentwicklungsprozessen [On the relevance of personal initiative of teachers for school development]. Unpublished thesis, Goethe-University Frankfurt, Germany (2014).
  • A.-C. Lahr
    Welche Rolle spielen Kompensationsstrategien für das Befinden von Lehrkräften? [Which relevance do compensation strategies have for teacher well-being?]. Unpublished thesis, Goethe-University Frankfurt, Germany (2012).
  • N. Zambrano Cambero
    Zur Rolle von Erfahrung und Befinden von Lehrkräften für deren Bereitschaft Eigeninitiative für ihre Lehrkräfte für ihre Schule zu zeigen [On the role of well-being of teachers for their readiness to act proactively for school development]. Unpublished thesis, Goethe-University Frankfurt, Germany (2012).
  • C. Gärtner
    Die Rolle des Belastungserlebens von Lehrkräften für deren Bereitschaft Eigeninitiative für ihre Schule zu zeigen [On the role of demands of teachers for their readiness to act proactively for school development]. Unpublished thesis, Goethe-University Frankfurt, Germany (2012).
  • B. Ugurlu
    Zur Bedeutung der Ausstattung als Kontextmerkmal von Schulen für das Befinden von Lehrkräften [On the role of school equipment as context variable of schools for teacher well-being].  Unpublished thesis, Goethe-University Frankfurt, Germany (2012). 
  • L. I. Abresch
    Was trägt dazu bei, dass Lehrkräfte die Initiative für die Schule ergreifen? [What makes teachers act proactively for the development of their schools?]. Unpublished thesis, Goethe-University Frankfurt, Germany (2012).

Professional Activities

  • Member of EARLI (European Association for Research on Learning and Instruction).
  • Member of EAWOP (European Association of Work and Organizational Psychology).
  • Ad hoc Reviewer South African Journal of Education.
  • Ad hoc Reviewer African Journal of Research in Mathematics, Science and Technology Education.
  • Ad hoc Reviewer Learning and Individual Differences.
  • Ad hoc reviewer Journal of Occupational Health Psychology.
  • Ad hoc reviewer Learning and Instruction.
  • Ad hoc reviewer Educational Psychology.
  • Ad hoc reviewer Teaching and Teacher Education.
  • Ad hoc reviewer Work and Stress.