Teacher residency programs were designed to fill the space of teacher shortages, by placing highly trained novice teachers into school buildings to complete a yearlong assignment. The impact of teacher residencies is dependent on their ability to decrease teacher shortages, meet the needs of partner schools while increasing the supply of high-quality K-12 educators (Berry et al., 2008). This study used a mixed methodology to investigate the lived experiences of teacher residents and the impact of external factors such as mental health challenges, mentor teachers, and stakeholder expectations when determining program effectiveness. This action research paper shares the lived experience of seven teacher residents as they engaged in their first semester of the residency experience at an Indiana liberal arts university. Data was collected and analyzed via interviews and the Maslach Burnout Inventory in order to understand the threshold of burnout, impact of the interventions designed, and improve the lived experience of residents while decreasing the likelihood of burnout.

Creator

• Wright, Karen

Publisher

• Marian University

• Proquest Dissertations & Theses

Language

• English

Identifier

• Proquest publication: 30421527

Keyword

• clinical faculty

• mentor teacher

• residency program

• teacher residents

• mental health

• interventions

Date created

• 2023

Related URL

• Available from Proquest Dissertations & Theses Database:  https://login.forward.marian.edu/login?url=https://www.proquest.com/dissertations-theses/impact-external-factors-on-lived-experience/docview/2802664352/se-2?accountid=66430

Resource type

• Capstone Project

Rights statement

• http://rightsstatements.org/vocab/InC/1.0/