保育専攻学生における保育者効力感、実習ストレスと援助要請過程との関連

概要

論文の詳細を見る
The aim of this study was to examine how preschool-teacher-efficacy influences stress during teaching practice through the process of help-seeking. The process of help-seeking during teaching practice consisted of need for help, help-seeking behavior, and receiving help. A sample of 182 Japanese junior colledge students participated in this study. The main results were as follows: (1) A high level of need for help was not fully reflected in help-seeking behavior. This result suggested that student teachers do not actively seek help with their work during teaching practice despite their need for help. (2) Student teachers who felt low levels of preschool-teacher-efficacy showed high levels of need for help. (3) Need for help leads to help-seeking behavior and help-seeking behavior leads to receiving help. (4) Student teachers who felt they did not get enough help showed high levels of stress during teaching practice. The results of this study suggested that help-seeking behavior is important for student teachers to lessen the stress during their teaching practice.
宮崎女子短期大学の論文