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Article
Publication date: 10 September 2018

Gideon Petrus van Tonder and Elsa Fourie

The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload.

Abstract

Purpose

The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload.

Design/methodology/approach

This research utilised a mixed method approach. Quantitative and qualitative data was gathered. Pragmatism was the research paradigm. Two structured Likert scale questionnaires were used. Semi-structured interviews were conducted with purposefully selected in-service educators from schools.

Findings

The participants in this study indicated that the increase in their administrative workload impacted negatively on their well-being, they were overwhelmed by the amount of documentation they had to compile, they indicated that assessment was difficult, that they did not have time to constantly adapt to changes, that they had limited opportunities for professional development. Educators said they suffered from anxiety, had high stress levels, were moody, physically and emotionally exhausted and considered to leave the profession.

Practical implications

The implementation of an internship model could impact positively on educators’ administrative workload. It could lead to a decrease in educators’ administrative workload; lower stress levels and increased learner performance. Student educators will have opportunities to experience how a school operates, get feedback on their teaching skills, learn to discipline learners, attend meetings and serve as part of an educational team.

Originality/value

In the light of the findings of this research it seems that the implementation of an internship model would provide opportunities to expose student educators to a real-life work experience and opportunities to work together with experienced educators acting as mentors.

Details

International Journal of Educational Management, vol. 32 no. 7
Type: Research Article
ISSN: 0951-354X

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