Burnout and Stress Prevention Among Teaching and Social Work Internship Students in Germany

• In Event: 32.078 - Stress, Coping, and Resilience Among Teachers

Abstract

Factors related to burnout symptoms during the internship experience of students from two German universities were examined to explore which of them are most predictive of lower burnout. One sample was from a teacher education program and the other one from a social work program. Independent variables were “subjective achievement”, “success in internship”, and “quality of supervision” as well as the Preventive Resources Inventory. The MBI served to measure the dependent variable. The results of the analyses showed that success in internship is negatively associated with burnout in internship and is mainly explained by the quality of supervision students experience by their university teachers and internship instructors.

Authors

• Andrea Daniela Schwanzer, Ostfalia University of Applied Sciences

• Annette Ullrich, Duale Hochschule Baden-Württemberg Stuttgart

• Richard G. Lambert, University of North Carolina - Charlotte