Date of Award
4-28-1995
Degree Type
Thesis
Degree Name
Master of Education
Department
Reading, Literacy, & Learning
First Advisor
Dr. Ruth Messe
Second Advisor
Dr. Patty Whitfield
Third Advisor
Dr. Terry Overton
Abstract
Although a great deal of attention has been focused on the issue of teacher burnout, very little has been done at the preservice level for both special and elementary education teachers to prevent it. Research shows that burnout is most likely to occur in the first three years of teaching; therefore, steps should be taken during preservice teacher training to help future teachers deal more effectively with the challenges and stress they will undoubtedly encounter. This study investigated whether or not preservice elementary and special education teachers encounter the same fears prior to their field-based experience. Thirty preservice teachers responded to a Likert-Scale questionnaire which assessed preservice teacher beliefs about issues related to burnout. The results were analyzed by calculating percentages and mean scores for each respondent's questionnaire to examine similarities in fears. In addition, a t-test was computed. Results of the study indicated no differences between elementary and special education teachers on their fears regarding early signs of burnout.
Recommended Citation
Galloway, Christina, "A Descriptive Study on the Similarities of Fears Held by Preservice Special Education Teachers and Preservice Elementary Education Teachers Prior to Field-Based Experience" (1995). Theses & Honors Papers. 539.
https://digitalcommons.longwood.edu/etd/539
