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.
Paul C. Paese is with the Department of Health, Physical Education and Recreation at Southwest Texas State University, A155 Jowers, San Marcos, TX 78666. Steve Zink-graf is with Motorola, Inc. at 3740 N. Austin Street, Seguin, TX 78155.