Supervised Curricular Internship is an essential component in teacher training, serving as a bridge between academic theory and educational practice. This link not only fulfills a curricular requirement but also provides interns with an opportunity for immersion in the sociocultural reality of education, enabling the integration of these skills. The study presented here aims to quantitatively analyze the organizational and personal factors that influence intern satisfaction at a public educational institution. Using a structured questionnaire as the main data collection tool, the study addresses variables such as supervisor support, clarity of proposed activities, perception of the functional and social value of the internship, overall satisfaction with the internship experience, and the level of intern initiative. The results reveal that supervisor support, task clarity, and the perceived functional and social value play significant roles in intern satisfaction, outweighing influences such as gender. The significant influence of teacher support, both directly and indirectly through the perceived social value, underscores the importance of interpersonal relationships and active involvement of supervising teachers. Moreover, the interns' proactivity, encouraged by task clarity and functional value, is highlighted as crucial for a positive internship experience. It is concluded that well-structured internship programs, which offer qualified support from supervising teachers and emphasize practical relevance in the educational context, are important elements for maximizing intern satisfaction. © 2025, Universidade Estadual de Maringa. All rights reserved.
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