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ERIC Number: ED310071
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 24
Abstractor: N/A
Reference Count: N/A
Stress and the Intern Teacher: An Exploratory Study.
Schwab, Richard L.
This exploratory study provides some baseline information on the effectiveness of the University of New Hampshire's extended teacher education program which, in the fifth year, culminates in a year-long internship. Currently, more than half of the intern placements are in cluser sites, which provide an opportunity for developing school-based support networks for both interns and cooperating teachers. The study sought to determine: (1) interns' levels of stress and satisfaction as they neared the end of their placement; (2) if the internship setting, age of intern, or level of experience of the cooperating teacher had any influence on levels of stress and satisfaction; and (3) if the type of internship placement had any relationship with the development of an effective support network. The results of the study provide information that is useful on two dimensions. The overall positive response to the internship aspect of the program provides one more piece of information to support the adoption of extended programs to prepare teachers. The overall low levels of job-related stress indicate that the supportive yet challenging climate that can be developed over the year helps practice teachers enter their profession on a positive note. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A