Date of Award
12-1-2003
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. Laura Schulte
Second Advisor
Dr. Thomas Lorsbach
Third Advisor
Dr. Martha Bruckner
Fourth Advisor
Dr. Marilyn Grady
Abstract
The purpose of this study was to examine the changes in the perceptions of stress during the student teaching semester. The pervasive theory regarding the changing stress of student teachers was developed by Fuller (1969). Fuller's developmental conceptualization theory involved three stages of concern or stress: (1) pre-teaching, non-concerns, (2) early-teaching phase, self-concerns and task concerns, and (3) late concerns, impact concerns. This study examined self-concerns, task concerns, and impact concerns and expanded the Fuller (1969) model to also include personal and career concerns.
Recommended Citation
Schaffer, Connie L., "Changes in student teachers' perceptions of stress during the student teaching semester" (2003). Student Work. 3420.
https://digitalcommons.unomaha.edu/studentwork/3420
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Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education.