Psychological Distress In Initial Teacher Education Students: A Mixed Method Enquiry

Author(s):

Christine Deasy(presenting / submitting)Barry Coughlan Patricia Mannix McNamara

Conference:

ECER 2014

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 04 C, Learning to Teach: Reflection, Distress, Motivation

Paper Session

Time:

2014-09-03

09:00-10:30

Room:

B226 Sala de Aulas

Chair:

Anthony Malone

Contribution

There is increasing interest in the mental health and wellbeing of higher education students because they currently evidence greater psychological distress and poorer mental health than the general population (Royal College of Psychiatrists, 2011; Bayram, & Bilgel 2008; Stallman, 2008). Stress is identified as predictive of psychological distress amongst this student population (Morrison & O'Connor (2005). Students enrolled on programmes with practicum components such as teaching practice are particularly vulnerable to stress (Gardner, 2010).

The high stress experienced by student teachers has received international recognition (Montgomery, MacFarlane, & Trumpower, 2012; Malderez et al 2010; Chan, 2003). However, it remains under researched considering that teaching is recognised internationally as a stressful occupation leading to high attrition rates (Chaplain, 2008) and burnout (Loonstra, Brouwers, & Tomic, 2009). Similarly, teacher education students who fail to adequately manage stress are vulnerable to exiting their studies (Chambers & Roper 2000) and others who continue with studies often experience early onset of burnout (Mapfumo & Chitsiko, 2012).

The stress experienced by teacher education students’ increases their risk for psychological distress. However, research detailing the extent of psychological distress experienced by these students is scarce (Gardner, 2010) and is more often exclusively concentrated on the practicum component. For example 36% of Nigerian students teachers experienced psychological distress on placement (Ani et al. 2011). Following practicum 38% of U.K students (Chaplain, 2008) and 38% of Hong Kong students were psychologically distressed (Chan, 2002). The practicum related distress is clearly problematic in terms of student health and well being. However, the published research does not provide sufficient insight into the extent of psychological distress among teacher education students or its determinants. Neither does it provide an in-depth understanding of student teachers experience of stress throughout their teacher education programme. Such knowledge would facilitate comparisons to be made and could serve to inform educators on how to best support students.

Academic issues and workload are identified as key stressors for teacher education students (Chaplain 2008; Montgomery et al 2012; Rieg, Paquette & Chen, 2007). Unique to initial teacher education students are teaching practicum related stressors. These include assessment/ evaluation of teaching; fear of failing the practicum; having high expectations of their teaching; others expecting them to perform beyond their competence; perceived lack of support ; interpersonal conflict and achieving the balance between practicum and personal commitments (Chaplain 2008, Montgomery et al 2012; Rieg et al 2007).

The international evidence points to the problem of teacher education student stress, particularly the sources of that stress as being rooted in their professional formation. It is therefore imperative that teacher educators are cognizant of this phenomenon which has potentially far reaching consequences not only for the immediate impact on student health, wellbeing, learning and attrition rates but also for the health and wellbeing of subsequent teaching professionals. Consequently, the aim of this study was to determine the extent of psychological distress among a sample of Irish teacher education students, to establish its sources and to illuminate students’ experience of this phenomenon. Specifically, the following research questions were addressed. What is the extent of psychological distress? What are the determinants of stress for students? How do students experience stress?

The theoretical framework selected to conceptualise stress among student teachers is the transactional model of Lazarus and Folkman (1984). Central to this model is the individual's cognitive appraisal (primary, secondary and reappraisal) of the perceived demands of the stressful encounter and their perceived capability to deal with the demands.

Method

This mixed method study employed a Quantitative/Qualitative (Quan/Qual) design (Creswell & Plano Clark 2007) to establish self-reported psychological distress, coping processes and lifestyle behaviour of a total sample (n= 1041) of undergraduate initial teacher education students in a university which is the largest privider of teacher education in Ireland. The quantitative approach involved a survey comprised of three questionnaires. Two standardised instruments, the 28 item General Health Questionnaire (GHQ) and the Ways of Coping Questionnaire (WOC) were used in combination with a Lifestyle Behaviour Questionnaire (LBQ). The GHQ measured self-reported psychological distress and the WOC measured students coping processes (not specifically reported on in this paper). The LBQ was designed to complement the other instruments and tailored to decipher the student teachers' sources of stress, their lifestyle and coping behaviours in addition to demographic details (demographics and sources of stress are reported in this paper). The qualitative approach comprised individual interviews which sought to examine in more depth participants experience of teacher education as it pertained to stress. The interview questions included: a) Tell me about what it is like to be a teacher education student? b) How would you characterise your experience of being a student in terms of your health and well-being? c) Is there anything stressful about being a teacher education student? d) What is that experience like? Following receipt of ethical approval from the university research ethics committee the study sample were invited to participate via email and provided with information detailing the aims of the study and the participation requirements. Students were met during formal timetabled sessions and invited to participate. The voluntary nature of participation was emphasised and confidentiality assured. Surveys and information sheets were distributed and time was allowed for students to complete the survey. Students were invited to self-select to be interviewed by emailing the first author and all thirty volunteers were interviewed. The survey data were analysed with the Statistical Package for Social Sciences (version 18) and Statistical Analysis Software (version 9.3). Descriptive and inferential analyses were conducted. The GHQ was scored using the binary scoring method and respondents were classified as “cases” when they exceed the threshold of 5. Thematic analysis was applied to the qualitative data using Newell and Burnard’s (2006) six stage framework. Direct quotations from transcripts were identified that exemplified each theme.

Expected Outcomes

In total 706 teacher education students completed the survey yielding a response rate of 63.9% which comprised 497 males and 209 females. Most respondents (95.6%) were under the age of 26, single (92.1%) and born in Ireland (83.2%). The sample represented students across all teacher education programmes and years. The GHQ identified that 37.9% of respondents scored over the threshold for psychological distress with more females (52.4%) than males (31.9%) in this category which suggests that if such respondents presented in general practice, they would be likely to receive further attention. The main sources of stress were workload (73%), exams (71%), assignments (70%), financial pressures (47%) and teaching practice (35%). Other stressors included commuting to college (12%), being away from home (11%), sharing accommodation (8%) lecturers/teachers (8%), making new friends (8%), lectures (7%) and the social life (7%). The qualitative data illuminated the survey findings as evidenced in the selection of direct quotes included here which due to word count restrictions are limited to three stressors. Teaching practice was identified as “very stressful at times” (Interview 6). The workload associated with studying to be a teacher was articulated by many interviewees “I’m doing a very heavy course…It’s very, very stressful at times, like really, really stressful at times” (Interview 2). Many students were under financial pressure “I’m working two jobs at the moment to give myself money because I know my parents don't have it (Interview 12). In conclusion this study illuminates teacher education students’ experiences of stress both quantitatively and qualitatively and provides a deeper understanding of the complex nature of this phenomenon. An appreciation of this complexity will enable education providers to more effectively support their students’ mental health and well-being and consequently to enhance their success and retention as educational professionals.

References

Ani, C. Kinaneeand, J, Ola, B. (2011). Psychological distress among trainee teachers in Nigeria: Association with religious practice. European Journal of Educational Studies, 3(1), 163-172 Bayram, N.; & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43(8), 667-672. Chambers, G. N. & Roper, T (2000). Why Students Withdraw from Initial Teacher Training. Journal of Education for Teaching: International Research and Pedagogy, 26(1), 25-43. Chan, D.W. (2003). Hardiness and the stress-burnout relationship among prospective Chinese teachers in Hong Kong. Teacher and Teacher Education, 19(4), 381-395. Chan, D.W (2002). Stress, self-efficacy social support and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557-560. Chaplain, R.P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology: An International Journal of Experimental Educational Psychology, 28(2), 195-209. Creswell, J.W. & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks: Sage publications. Gardner, S. (2010). Stress among prospective teachers: A review of the literature. Australian Journal of Teacher Education, 35(8). doi: 10.14221/ajte.2010v35n8.2 Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer Publishing Company. Loonstra, B., Brouwers, A., & Tomic, W. (2009). Feelings of existential fulfillment and burnout among secondary school teachers. Teaching and Teacher Education, 25(5), 752-757. Malderez, A., Hobson, A.J., Tracey, L. & Kerr, K. (2007). Becoming a student teacher: core features of the experience. European Journal of Teacher Education, 30(3), 225-248. Mapfumo, J.S. & Natsirayi, N. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32(2), 155-166. Montgomery, L., MacFarlane, D. & Trumpower, D. (2012). Student teacher stress and physical exercise. ASBBS conference proceedings, 19 (1), 974-992. Retrieved from http://asbbs.org/files/ASBBS2012V1/PDF/M/MontgomeryC.pdf. Morrison, R., & O'Connor, R. C. (2005). Predicting Psychological Distress in College Students: The Role of Rumination and Stress. Journal of Clinical Psychology, 61(4), 447-460. Newell, R. & Burnard, P. (2006). Research for evidence-based practice. Oxford: Blackwell. Rieg, S.A.; Paquette, K.R.; & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128 (2) 211-217 Royal College of Psychiatrists (2011). Mental Health of Students in Higher Education (Council Report CR166). London: Royal College of Psychiatrists. Stallman, M. (2008). Prevalence of psychological distress in university students: Implications for service delivery. Australian Family Physician, 37(8), 673-677.

Author Information

Christine Deasy (presenting / submitting)

University of Limerick

Nursing and Midwifery, Faculty of Education and Health Science

Limerick

Barry Coughlan

University of Limerick, Ireland

Patricia Mannix McNamara

University of Limerick

Research Centre for Education and Professional Practice