ERIC Number: ED309157
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
A Study of Factors Associated with Fifth-Year Teacher Interns' Concerns, Problems, and Stress.
Butler, E. Dean; Smith, Dennie L.
Fuller's theoretical model of concerns was the conceptual framework used in studying concerns, problems, and stress levels of three cohorts of interns undergoing transition into teaching. Independent variables examined included undergraduate grade point averages, subject area specializations, age, and personality. Subjects were fifth-year beginning teachers seeking licensure through a non-degree alternative program. All completed a year-long internship in public schools. Concerns data were obtained in summer, fall, and spring; weekly problems and stress were observed at four times during the school year. Concern levels were statistically different at various points in time with self-concerns high in the summer and management concerns most evident in the fall. Impact concerns generally increased in the spring semester. Variations found between the three cohorts are attributed to program modifications and increased induction support emerging over the three year period. Some differences were found among concern levels according to age, undergraduate grade point averages, subject areas taught, and personality factors. No differences were noted for stress levels and weekly problems. The findings support the idea that the year-long internship and transition support can be effective in assisting beginning teachers in moving through the developmental stages of learning to teach. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A