Field Experience between Childcare and Part-time Job?

Impact of Social and Organizational Factors on Burnout of Student Teachers in a One-Semester School Internship

Abstract

Despite the assumption that long-term school internships can be highly stressful for student teachers, empirical analyses on the influence of social (e. g., caring for own children, nursing tasks) and organizational factors (e. g., employment, travel time to the internship school, additional costs) are rare. Therefore, we investigated correlations between the stress experience of N = 611 student teachers in a one-semester school internship at the University of Paderborn and various conditioning factors in an explorative secondary analysis of evaluative data. Stress experience was assessed before and after the internship using the Maslach Burnout Inventory for students (MBI-SS). Regression analyses indicated that social and organizational conditioning factors hardly explained differences in burnout. The only significant factors with small effects were commuting times to the internship school and the amount of additional material costs. In addition, groups of highly stressed students identified by cluster analyses could not be characterized by specific conditions.