Field Instructors' Commitment to Student Supervision: Testing the Investment Model

Predictors of job burnout among fieldwork supervisors of social work students

“…Finally, the findings on career identity and role significance provide a complementary framework of explanations for findings from previous research, which emphasized the importance of material benefits and rewards as a basis for enhancing fieldwork supervisor's satisfaction and creating a commitment to the job (Peleg-Oren et al, 2007). In fact, the findings emphasize, in line with existential theory, the autonomy and agency of fieldwork supervisors, and the importance of internal rewards.…”

“…Research on the role of fieldwork supervisors suggests that it carries inherent internal and external challenges, capable of triggering professional burnout (Peleg-Oren et al, 2007, p. 692). For example, research shows that the fieldwork supervisor's role carries a heavy responsibility (Noble & Irwin, 2009): this includes engaging with the complexities of student learning and behaviors (Rosenthal Gelman, 2011); being exposed to negative feedback from students and academic administrators (Street, 2019); dealing with organizational bureaucracy; negotiating a challenging organizational environment (Peleg-Oren et al, 2007); and secondary trauma (Knight, 2010). These issues, which collectively provide context for the stress associated with the role, may themselves trigger the processes leading to job burnout.…”

“…However, studies have identified an alarming phenomenon: the difficulty of fieldwork supervisors evincing commitment to the role (Peleg-Oren & Even-Zahav, 2004), sustained over the long term (Peleg-Oren et al, 2007). One survey of academic institutions in Israel, for example, reports that in recent years, 15-20% of fieldwork supervisors have dropped out from the role (Freund & Guez, 2018).…”

Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

“…The dynamic forces that are ordinarily present in groups can also help normalize the traumatic experiences that are typical of the social work education process and can frame the dilemmas and challenges with which each group member must contend. As such, peer support in these courses is central to one’s professional development (Heirdsfield et al, 2008; Peleg-Oren et al, 2007). Although one’s peer group is known to promote the learning process in social work studies, to the best of our knowledge, no research has examined how peer support might be related to supervision satisfaction.…”

“…The literature dealing with the supervisory process has identified several variables that may be associated with supervision satisfaction, such as components of supervision, individual style of the supervisor, and peer support (Bogo, 2006; Dow et al, 2009; Fortune & Abramson, 1993; Kadushin & Harkness, 2002; Peleg-Oren et al, 2007; Shulman, 2010). However, despite the key role played by supervision satisfaction in the training process of social work students (Levy et al, 2014; Shulman, 2010), no studies have examined the relationship of supervision components and peer support with supervision satisfaction.…”