Managing Stress During Long-Term Internships
What Coping Strategies Matter and Can a Workbook Help
Bibliographic Data
| ID | 22045373 |
|---|---|
| Authors | Hanna-Sophie Homann (0009-0000-9923-447X, Leuphana University of Lüneburg), Timo Ehmke (0000-0001-9572-2185, Leuphana University of Lüneburg, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 532 |
| Publication date | 2025-04-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050532 |
| OpenAlex | W4409801690 |
| Language | EN |
| References cited | 87 |
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention to enhance stress management and self-care. Three seminar groups were randomly assigned to the experimental group (n = 54), while the remainder formed the control group (n = 119). The experimental group received a self-directed workbook at the start of their internship and three brief face-to-face sessions during accompanying seminars. The workbook modules and seminars guided the pre-service teachers in identifying stressors, developing coping skills, and utilizing personal resources. Data were collected before and after the 18-week internship, measuring well-being, internship-related stressors, and coping strategies. Structural equation modeling showed that positive self-instruction and rumination significantly predicted well-being at the internship’s end, reducing or increasing stress from the internship. Despite the positive response of the pre-service teachers, the workbook did not have an impact. However, the results provide clear implications for the design of future interventions in this area. This study highlights the need for universities to integrate stress management into their curricula
Business · Internship · Linguistics · Medical education · Stress management · Workbook · Clinical Psychology · Computer Science · Employment and Welfare Studies · Healthcare professionals’ stress and burnout · Medicine · Psychology · Resilience and Mental Health · Accounting
Handbuch Schulforschung
Datenanalyse mit Mplus
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession
The role of personal resources in the job demands-resources model.
The Coactiv Model of Teachers’ Professional Competence
Job Demands–Resources theory and self-regulation
Teacher wellbeing and resilience
Utrecht Work Engagement Scale for Students
Stress and psychological distress among trainee secondary teachers in England
The Effectiveness of Interventions Aimed at Reducing Teacher Burnout
The practicum in preservice teacher education
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Weekly self-efficacy and work stress during the teaching practicum
Thriving not just surviving
Teachers’ emotional exhaustion is negatively related to students’ achievement
Teachers’ Psychological Characteristics
Assessing Teacher Appraisals and Stress in the Classroom
The Job Demands‐Resources model
A systematic review of school-based positive psychology interventions to foster teacher wellbeing
Stress in teaching professionals across Europe
Practicum in teacher education
Teacher training and learning to teach
Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong
The relationship between teacher stress and job satisfaction as moderated by coping
Preservice Teachers' Profiles of Emotional Competencies
Exploring relations between teacher emotions, coping strategies, and intentions to quit
Profiles of middle school teacher stress and coping
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms
A conceptual framework of teacher turnover
Gestärkt in den Lehrerberuf
Burnout syndrome in secondary school teachers
Difficulties detaching psychologically from work among German teachers
Teacher stress and burnout in Australia
Teacher and school stress profiles
Exploring the stress management and well-being needs of pre-service teachers
How emotionally intelligent are pre-service teachers
Social and emotional learning in teacher preparation
Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being
Building resilience in pre-service teachers
The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent
Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers
Teacher coping profiles in relation to teacher well-being
In the moment
Developing pre-service teachers' professional knowledge of teaching
Understanding self perceptions of wellbeing and resilience of preservice teachers
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Teacher shortage and attrition
The measurement of experienced burnout
Building resilience in teacher education
Exploring the dilemmas and their influence on teacher identity development during practicum
Teacher Education and the American Future
Coping with stress during childhood and adolescence
Do Demographic Characteristics Make a Difference to Burnout among Hong Kong Secondary School Teachers
| Highly cited | No |
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