Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study
Robert M. Klassen, Department of Education, United Kingdom ; Tracy L. Durksen, University of Alberta, Canada
Learning and Instruction Volume 33, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly electronic surveys during their two-month final practicum in a Canadian teacher education program. The study investigates the patterns of self-efficacy and work stress during a critical period in the formation of new teachers. Latent growth curve analysis revealed a pattern of significantly increasing self-efficacy and significantly decreasing stress, although the trajectories were independent of each other. Qualitative analysis of multiple collective cases highlighted the variability of self-efficacy and stress patterns within the practicum experience, and underscored the critical influence of relationships with mentor teachers on self-efficacy and stress.
Klassen, R.M. & Durksen, T.L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33(1), 158-169. Elsevier Ltd.