Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study

• Self-efficacy and stress showed measurable weekly change during the practicum.
• Self-efficacy increased and stress decreased but the two trajectories were independent.
• Case study analysis highlighted the variability of self-efficacy and stress patterns.
• Qualitative analysis revealed the importance of mentor teachers during the practicum.

The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly electronic surveys during their two-month final practicum in a Canadian teacher education program. The study investigates the patterns of self-efficacy and work stress during a critical period in the formation of new teachers. Latent growth curve analysis revealed a pattern of significantly increasing self-efficacy and significantly decreasing stress, although the trajectories were independent of each other. Qualitative analysis of multiple collective cases highlighted the variability of self-efficacy and stress patterns within the practicum experience, and underscored the critical influence of relationships with mentor teachers on self-efficacy and stress.