Occupational Stress in B.Ed. Student-Teachers During Internship: Causes, Impacts and Management

The present study examines the occupational stress faced by Bachelor of Education (B.Ed.) student-teachers during their internships, highlighting key stressors, their impacts and effective management strategies. Internships, a critical phase of teacher training, often challenge student-teachers as they transition from theoretical learning to real-world classroom applications. Stressors identified include lesson planning, managing diverse student needs, fulfilling mentor expectations, and coping with time constraints. Guided by the Transactional Model of Stress (Lazarus & Folkman, 1984) and the Job-Demands Resources Model (Bakker & Demerouti, 2007), the study surveyed 200 B.Ed. student-teachers in Ranchi district of Jharkhand State. Findings revealed that 78% experienced moderate to high stress, with younger and less experienced participants being more affected. Female student-teachers reported additional challenges in balancing personal and professional responsibilities. The results underscore that stress arises from the imbalance between job demands and available resources and highlight the role of individual perceptions in managing stress. To mitigate these challenges, the study recommends structured mentorship programs, stress management workshops and enhanced institutional support to foster a supportive environment. These interventions aim to enhance student-teachers’ resilience, ensuring their mental well-being and preparing them for successful teaching careers.