Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

Workplace stress and its impact upon retention levels are becoming an increasing concern within the teaching profession (Brown, Davis, & Johnson, 2002; Jarvis, 2002). Research has largely focused upon the effects of environmental factors, whilst noting that it is the interplay between the individual and the environment which may hold the key to understanding this problem (Cox, 1978; Parkes, 1994). Identifying individual contributory factors is essential in understanding why, under the same environmental conditions, some people suffer much greater levels of stress than others. This study examined the influence of Type A behaviour, personal achievement strivings, occupational commitment, gender and nature/experience of teaching on perceived workplace stress within the teaching profession (N = 95). It was predicted that perceived stress would be strongest amongst those reporting higher levels of these factors. A multiple regression analysis indicated that there was a positive relationship between Type A behaviour, personal achievement strivings, and perceived stress. The relationship between perceived stress and occupational commitment, however, was found to be negative. The possible explanations for these findings, and potential implications, are discussed. Future research plans are outlined for exploring the relationships between these individual contributory factors and environmental stressors.

Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment

Article History: Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators’ and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts Received: 18 Jun., 2019 Received in revised form: 22 Sept. 2019 Accepted: 14 Oct. 2019 DOI: 10.14689/ejer.2019.84.1

Eurasian Journal of Educational Research

Two cohorts of teacher education students provided information on their teaching practicum concerns and the strategies they used to cope with these concerns. Data were analysed to: (1) test the psychometric properties of the survey instrument; (2) identify aspects of the practicum that concern students most and least; (3) examine students' experiences of stress in relation to gender, age, and degree status; (4) define strategies that students report help them cope with practicum stresses; and, (5) investigate the relationship between stress and teaching performance. The data yielded a consistent finding of significant reduction in stress from the first to the second practicum. The critical importance of the student/supervising teacher relationship for student success in the practicum emerged both from the students' reports that seeking support from the teacher was their principal coping strategy, and from the strong link found between stress in the relationship and teachers' poorer rating of the students'...

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Under Stress: The concerns and coping strategies of teacher education students

Scholars define teacher burnout as a condition caused by depersonalization, exhaustion, and a diminished sense of accomplishment (Schwab et al., 1986). A psychological model of how stress leads to ...

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Teacher Burnout in Black and White

Background. Anxiety is an important consideration in teaching, with implications for classroom success.



Aims. We investigated the nature of anxiety in student teachers.



Samples. Approximately 1000 student teachers in Canada were involved in four studies to explore education-related anxieties.



Methods. Incorporating a cross-cultural focus, student teachers were tested on an anxiety measure designed for British student teachers, then examined for (1) the impact of practice teaching, (2) the value of instructional preparation, (3) demographic variables, and (4) models that predict anxiety.



Results. Anxiety factors (i.e., evaluation, pedagogical, class management, and staff relations), similar to those for British participants, emerged with evaluation anxiety being highest. A practice teaching experience generated reduced anxiety for both sexes, but more so for females, with the greatest reductions for evaluation and pedagogical anxiety. In one study, participants reported anxieties prior to instruction (PRETEST), following instruction (POST-INSTR) and following practice teaching (POST-TEACH). Females showed higher anxiety ratings than males (PRETEST and POST-INSTR) but were comparable to males after practice teaching. Females in the lower grades division showed higher anxiety scores. Anxiety decreased between PRE-TEST and POST-INSTR for all four scales, and between POST-INSTR and POST-TEACH for evaluation, pedagogy and staff relations; however, class management anxiety did not decrease after practice teaching. Also, anxiety increased as placement grade level decreased. All models (demographic, experiential, and dispositional) were predictive but the best predictor was the psychological disposition to feel overwhelmed.



Conclusions. Student-teacher anxieties are related to demographic variables, experiential variables, and dispositional variables.

R. Vesco

Papers

Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations