An analysis of self-ratings of teaching competencies and stressors of student teaching interns, Memorial University of Newfoundland

Strang, Florence A. (1995) An analysis of self-ratings of teaching competencies and stressors of student teaching interns, Memorial University of Newfoundland. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (17MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This report presents the results of a study of 221 student teaching interns from Memorial University's Faculty of Education who completed their four-month field placement in either December 1992 or April 1993. A questionnaire was administered to the subjects through their university supervisor. Subjects rated themselves on teaching competencies, using a five-point Likert scale and ranked seven common teacher stressors. -- An analysis of the data from this study showed that student teaching interns from Memorial University feel more than satisfied with their competency in all areas surveyed. Elementary student teachers showed a tendency to rate themselves higher on teaching competencies than secondary student teachers. Overall, experienced teachers who were surveyed in an earlier study did not perceive themselves to be more competent than these teaching interns. Both student teachers and experienced teachers ranked Classroom management and discipline as the top stressor; this stressor received a significantly higher mean ranking by student teachers. -- The implications of these findings for Memorial University's teacher training program are discussed. Recommendations are proposed for further study in the areas of self-perceived teaching competency and teacher stress.

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