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Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study
ARTICLE

, Department of Education, United Kingdom ; , University of Alberta, Canada

Learning and Instruction Volume 33, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 17, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.05.003

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