Impact of predisposing factors on academic stress among pre-service teachers

Abstract

Background and objective: Many studies have been done on stress among educators. Teachers, lecturers, and tutors all over the world has been brought into attention when it comes to stress related issues. Our purpose was to investigate the level of academic stress among pre-service teachers in a teaching education institution in Perak, Malaysia. Methods: In this study a cross-sectional comparative survey study was conducted on pre-service teachers from a teacher education institution. The variables that was tested and correlated throughout the study are age, gender, and marital status, and medical history, influence of medications, exercise and social lifestyle. Data was collected through questionnaires to find out the outcome. Descriptive data analysis was used to describe the socio-demographic data. Correlation analysis was used to determine the significant relation between the variables. P<0.05 was considered as significant of the study. Results: Majority of the students, 78.4% represent the severe category of distress according to the Kessler scale. The remaining 13.6% were recorded as being under mild and 7.6% (n=19) under moderate category of distress. Regrettably, less than 1% (n=1) of the pre-service teachers were from the well category. Exercise was found to be significantly associated with the prevalence of severe psychological distress. Simple logistic regressions showed that pre-service teachers who exercised had a significant 91% reduced risk for psychological distress (OR=0.09; 95% CI=0.02, 0.35) compared to those who doesn't exercise. Conclusion: At the end of this study, a better understanding on the predisposing factors of academic stress among pre-service teachers was determined and therefore interventions on coping with stress can be made simple. Various physiotherapy interventions on preventive and corrective measures were suggested with reference to the results.

Influence of Supervision as a Motivation Factor on Stress Levels of Teachers in Public Primary Schools in Kajiado Central Sub-County, Kenya

“…"most teachers value supervision but they also need to have some freedom hence our presence as supervisors is appreciated but at a controlled level". The findings further differed with the findings by Balakrishnan, Bahari, and Paul (2017) showed that there was a significant relationship between freedom and teachers' job satisfaction. The study by Balakrishnan, Bahari, and Paul (2017)was done among pre-service teachers and thus were not exposed to much supervision and thus the reason why the study findings differed with the current study that was done among experienced teachers.…”

Assessment of stress management coaching among Nigerian pre-service history teachers: A randomized controlled study

“…[12] Pre-service teachers (78.4%) reported high levels of stress in a previous cross-sectional survey. [3] Similarly, a previous study found significant results regarding pre-service teachers' stress level across three teaching contexts with mean stress scores ranging from 20.52 to 23.204, [4] which are significantly higher than the norm range from the general population (14.52-17.73). [13] Lower stress levels are associated with higher levels of occupational commitment among pre-service teachers.…”

“…Studies have found that pre-service teachers frequently experience stress, which interferes with their ability to complete tasks efficiently. [1][2][3][4][5][6][7][8] Time management, handling teaching workload, and discipline management and management of classrooms are all areas in which pre-service teachers encounter stress in the classroom setting. [1] Teachers' stress is characterized by emotional exhaustion at a moderate level and burnout at an extreme level Emotional exhaustion has been described as the reduction of teachers' energetic resource which can lead to a negative attitude towards work, lower efficacy and sometimes results in conflicts in the workplace.…”