Abstract
This study was conducted to assess the level of stress and efficacy at the entry and exit of a traditional student-teaching experience in physical education. Significant positive changes during student teaching were illustrated on these stress variables: role ambiguity, role overload, role preparedness, and illness symptoms. No significant changes were made in personal teacher efficacy (PTE) and general teacher efficacy (GTE) during the course of the study. No significant relationships were found between the other dependent variables (gender, teaching level, prior field experiences) and stress/efficacy scores. Correlations were also reported between the majority of stress variables with personal teacher efficacy. Implications of the findings for student teachers and induction teachers are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
