How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education

Abstract

ABSTRACTThe present study investigated stress-inducing cognitions of teacher trainees from different types of schools in Germany in order to identify a particular body of future teachers who lack appropriate coping strategies. Using cluster analysis, teacher trainees were classified by their dysfunctional thoughts, and, additionally, compared to their levels of self-efficacy and school type. In particular, the stress-inducing cognitions ‘internalisation of failure’ and ‘depreciation’ distinguished among the clusters. One cluster which was characterised by equally low levels of stress-inducing thoughts comprised many teacher trainees of special needs education. Another cluster showed consistently high levels of dysfunctional cognitions; therein, future teachers of primary education were overrepresented. Higher stress-inducing thoughts were linked to lower self-efficacy – with the exception of perfectionism which seemed to have adaptive or maladaptive effects. Based on the findings, preventive measures were derived to support teacher trainees in handling occupational stress as early as possible in the professional lives.