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.

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.

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