An investigation of the dimensions of environmental determinants of students' satisfaction with practice teaching

In this study, the dimensions of environmental determinants of students' satisfaction with their practice teaching were identified and examined. The study employed a non-experimental survey design and utilised a methodology suggested by Hays (1982) for data analysis. Aspects of the vitamin model of job satisfaction developed by Warr (1986, 1987) provided a theoretical base for the study. Two hundred and ninety-five primary teacher education students completed a fifty-five-item questionnaire developed for the study. A factor analysis of these students' responses identified five dimensions. These were named "professional autonomy experienced by student teacher", "social integration into the school environment", "management of the practice teaching program", "mentoring provided by supervising teacher" and "security for the student teacher". Cronbach alpha reliabilities for the dimensions ranged from .94 to .78. Aspects of these dimensions were examined using students' responses to the initial questionnaire items and short statements in which they had provided brief descriptions of events that had occurred during practice teaching and which had given them very high satisfaction or very low satisfaction. A multiple regression analysis was used to investigate the relationship between the five dimensions identified in the study and a measure of students' overall satisfaction with practice teaching. The five dimensions accounted for 72% of the variance in students' overall satisfaction with their practice teaching. Three of the five dimensions contributed significantly to the regression equation. These were "professional autonomy experienced by student teacher", "social integration into the school environment" and "mentoring provided by supervising teacher". Possible contributions of a range of demographic variables to students' overall satisfaction and their relationships to the five dimensions were also examined. The demographic variables did not contribute significantly to students' overall satisfaction with practice teaching and did not act as intervening variables for the dimensions. Only three demographic variables showed significant correlations with the dimensions. The study supported Warr's claims that his categories could be used in areas other than the industrial settings in which they were developed and also provided support for his claimed comprehensiveness of those categories. The dimensions appeared to provide a comprehensive coverage of the practice teaching environment and preserved the vitamin aspect of Warr's original model. Findings were related to previous studies and suggestions provided for further research and improvements for practice teaching