Organizational Culture, Workload and Burnout Among Preschool Intern Teachers in Taiwan:A Comparative Case Study of Two Preschool Teaching Internships

Preschool teaching placements combine professional learning with work that sustains everyday education and care. Whether participation becomes a source of development or disillusionment depends partly on how placement organizations allocate tasks, provide guidance, and recognize interns. This article examines these relationships through a comparative qualitative case study of two preschool intern teachers in Taiwan, drawing on existing semi-structured interview materials. Case A1 is documented through an interview transcript embedded in a research report; Case A2 is documented through responses recorded alongside an interview guide. Within-case analysis and cross-case thematic comparison examine role positioning, workload, organizational relationships, professional learning, and experiences relevant to burnout. A1 described extended working days, unpredictable responsibilities, unclear standards, and difficulty accessing the guidance expected from a well-regarded preschool known for its curriculum practices. A2 regarded workload and available rest as reasonable and described respectful relationships, yet also reported unstructured mentoring, routine support work, limited professional growth, and declining enthusiasm for a preschool career. Both accounts therefore connect disappointment with the educational value of work, although their experiences of workload differ. The comparison suggests that relational support and manageable demands can coexist with an insufficiently developed learning environment. Emotional exhaustion is more extensively documented in A1, whereas concerns about professional accomplishment and career commitment appear in both cases. Situational frustration toward children or families is interpreted cautiously and does not establish pervasive depersonalization. The article proposes assessing placement quality through the relationship between work demands and supported learning opportunities. It recommends explicit learning agreements, protected mentoring time, transparent task allocation, and independent avenues for raising concerns. Findings are exploratory, reflect uneven documentary depth, and do not establish clinical burnout, causal effects, or subsequent occupational exit.

Preschool Intern Teachers; Organizational Culture; Workload; Burnout; Case Study; In-Depth Interviews; Professional Learning

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