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Background: Health care systems and with them the design of primary care differ considerably in the individual European countries. The aim of this article is to provide a comparative description of the framework conditions of primary care in Germany, Great Britain, Italy, the Netherlands, and Norway. Methods: The comparison is primarily based on the Commonwealth Fund's International Health Care System Profiles from 2020, supplemented by published analyses of individual countries, international surveys and comparisons, and published reports from general practitioners (GPs) about working in other countries. Results: Measured in terms of gross national product, Germany has the highest health care expenditure, the number of hospital beds is by far the highest, and at the same time the length of stay is comparatively long. The immediate framework conditions for primary care differ significantly between the individual countries in many respects, e.g., with regard to the gatekeeper function, the remuneration system, the practice size, and the team composition. International surveys show that the average weekly working hours and the number of patient contacts are by far the highest in Germany. Job satisfaction is lower in Germany and currently in the UK than in the other countries. Conclusion: Our comparison illustrates the partly massive differences in the countries considered. Several indicators suggest that the framework conditions of primary care in Germany are not particularly favorable in an international comparison, despite the overall high health care expenditure. [ABSTRACT FROM AUTHOR]

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Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Die Arbeitszufriedenheit von Lehrkräften stellt eine zentrale Komponente dar, um guten Unterricht zu gewährleisten und schulische Entwicklungsprozesse - worunter auch die Umsetzung von schulischer Inklusion gefasst wird - erfolgreich durchzuführen. In inklusiven Schulen müssen die Aufgaben und Zuständigkeiten von sonderpädagogischen Lehrkräften und Regelschullehrkräften verhandelt werden. Im vorliegenden Beitrag wird einerseits die Arbeitszufriedenheit von sonderpädagogischen Lehrkräften und Regelschullehrkräften in inklusiven Gesamt- und Sekundarschulen in NRW untersucht. Andererseits wird die Zufriedenheit mit der Beteiligung an verschiedenen schulischen Aufgaben als Einflussgröße auf die allgemeine Arbeitszufriedenheit überprüft. Dazu werden Daten aus dem Projekt BiFoKi analysiert. Die Ergebnisse der Analysen zeigen, dass von einer relativen Zufriedenheit beider Lehrkräftegruppen gesprochen werden kann, wobei die Regelschullehrkräfte signifikant zufriedener mit ihrer Arbeit sind als die sonderpädagogischen Lehrkräfte. Die Zufriedenheit mit der Beteiligung an den unterschiedlichen Aufgaben zeigt für beide Gruppen einen signifikanten Zusammenhang zur allgemeinen Arbeitszufriedenheit. Abstract The job satisfaction of teachers is a central component in ensuring good teaching and successful school development processes, including the implementation of school inclusion. In inclusive schools, the tasks and responsibilities of special education teachers and general education teachers need to be negotiated. In this paper, on the one hand, the job satisfaction of special education teachers and general education teachers in inclusive comprehensive and secondary schools in NRW is investigated. On the other hand, satisfaction with participation in various school tasks is examined as a variable influencing general job satisfaction. For this purpose, data from the project BiFoKi are analyzed. The results of the analyses show that it is possible to speak of a relative satisfaction of both groups of teachers, whereby the general education teachers are significantly more satisfied with their work than the special education teachers. The satisfaction with the participation in the different tasks shows a significant correlation to the general job satisfaction for both groups.