Personal Profiles and Stressors of Teacher Education Students: Implications for Stress Management Programs

Abstract

Objective: This study aimed to determine the personal profiles of teacher education students and assess the extent of stress they experienced, and in addition it sought to compare the stress levels on identified indicators with the students' profiles. Theoretical framework: This study utilized a structured survey questionnaire to gather data from teacher education students enrolled in seven campuses of the University. The participants were selected through a systematic random sampling technique. Method: The study employed a quantitative research design, utilizing a survey questionnaire as the primary data collection instrument. The questionnaire was distributed to teacher education students, and their personal profiles and stress levels were assessed. Results and conclusion: The study found that most teacher education students were female, aged 18-19, single, and affiliated with Roman Catholicism. Stressors experienced by the students were moderately stressful, with financial-related factors causing the most significant stress and interpersonal-related stressors causing the least stress. Male students showed higher stress levels in interpersonal issues than females. Implications of the research: The study highlights challenges faced by teacher education students, particularly financial stressors. Married and older students experience higher stress levels regarding financial and environmental factors. Universities and educators should address these stressors and develop effective stress management programs for student support. Originality & Value: This study examines the personal profiles and stress levels of teacher education students, providing insights into their unique stressors and the need for targeted interventions. It contributes to the literature by focusing on the teacher education context and informing student support initiatives.