Why Do Field Supervisors Drop Out of Student Supervision?

Peleg-Oren, Neta; Even-Zahav, Ronit

doi:10.1300/j001v23n02_02

Cited by 10 publications

(6 citation statements)

References 22 publications

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“…In fact, one study found that a lack of support by universities on supervision issues was cited by 100% of the field supervisors (n = 52) who had quit supervising students (Peleg-Oren and Even-Zahav 2005). While introductory training may be offered to field instructors, it typically focuses on how instructors can help students build skills (Gourdine and Baffour 2004).…”

mentioning

confidence: 99%

Leniency Bias in Evaluating Clinical Social Work Student Interns

Vinton

Wilke

2009

Clin Soc Work J

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Leniency bias, or the tendency to evaluate individuals more favorably than is warranted, can prevent accurate evaluation and constructive supervision. This study tested leniency bias among field instructors of 90 clinical social work interns by comparing face-to-face and anonymous field instructors' ratings of students' knowledge, values, and skills. We also compared students' own ratings to field instructors' assessments. Results indicated little variance and consistently high ratings when field instructors evaluated face-to-face. There was greater variance and lower mean ratings when supervisors evaluated anonymously. Students' self-assessments were the most critical and best matched the anonymous evaluations; whereas, the anonymous and face-to-face field instructor evaluations significantly differed on most items. These findings suggest the need for evaluation training for field instructors and the use of multiple assessment methods.

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confidence: 99%

Leniency Bias in Evaluating Clinical Social Work Student Interns

Vinton

Wilke

2009

Clin Soc Work J

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“…If this is correct, a concrete career identity for field supervisors, along with the capacity to derive meaning from the role will be of great significance in efforts to promote professional continuity and job retention. This is mainly due to the characteristics and challenges in the job, which, as noted in the literature review, is characterized by high personal investment-an investment countermanded by low financial rewards, and insufficient support from the academic institution and placement employers (Peleg-Oren & Even-Zahav, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…It is acknowledged that this is a role that requires a high degree of personal investment and accountability; but at the same time is not especially financially rewarding. Furthermore, the relationship between the supervisor and the academic institution is sometimes less than satisfactory; the organizations that employ the supervisor (as a social worker), for their part, do not always commit wholeheartedly to supporting the placement and thus the work of the fieldwork supervisor (Peleg-Oren & Even-Zahav, 2004).…”

Section: Fieldwork Supervisors Of Social Work Students In Israelmentioning

confidence: 99%

“…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).…”

Section: Introductionmentioning

confidence: 99%

“…In line with this understanding, contemporary literature on student fieldwork supervisors has attempted to contextualize tendencies to either remain or leave fieldwork supervisor positions. For the most part, explanations for leaving the role tend to fall into one of two main categories-internal factors and external factors (Peleg-Oren & Even-Zahav, 2004). Internal factors include job dissatisfaction, low job significance, and personal changes such as health and marital status; external factors relate to the organizational environment, and include organizational change, organizational bureaucracy and physical conditions (Freund & Guez, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Predictors of job burnout among fieldwork supervisors of social work students

Malka

Kaspi-Baruch

Segev

2020

Journal of Social Work

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Summary In the helping professions, professional burnout is widely acknowledged to play a key role in work retention and turnover. However, although the literature on fieldwork education in social work engages with the importance of continuity and commitment regarding the role of fieldwork supervisor, the effects of job burnout are under-researched. Furthermore, there is also a gap in the literature with respect to the internal factors that contextualize burnout and retention among fieldwork supervisors. Against this background, the objective of the present study was to examine the factors that predict professional burnout among fieldwork supervisors in Israel. Questionnaires measuring burnout, as well as several internal explanatory factors for burnout—career identity, work significance, and personality traits—were used. Findings The findings of the study indicated that career identity, together with the personality characteristics of agreeableness and consciousness predict burnout negatively, while neuroticism positively predicts burnout. Applications The article discusses these findings in light of resource conservation and existential theories of burnout, as well as the potential implications for practice and policy.

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