Perceived Stress of Student Teachers in Early School Employment

This paper presents a study that examines how pre-service teachers with school employment experience their dual role as teacher and student. Findings are presented against the framework of the Job Demands-Resources Model. The results show that the dual role is perceived as highly demanding. At the same time the demands of studying at university are perceived significantly more stressful than those of teaching in school. Social resources such as the teaching staff, the family, and the perception of schoolwork as meaningful and valued can help to cope with the high demands and to deal constructively with challenges. The study results therefore suggest that targeted support measures should be implemented to strengthen these resources for students and to reduce their stress.