Investigating the Effect of Stress-Coping Abilities on Stress in Practicum Training

Abstract

Practicum is a highly stressful situation whereby trainee teachers are subjected to a highquality standard, deals with numerous students' behaviour, adapt with the school climate and so forth. In this study, stress-coping factors comprising self-efficacy, subjective wellbeing and emotional intelligence experienced by 137 trainee teachers in the Sabah Teacher Education Institutions (TEIs) are associated with practicum stress. Resiliency Scale for Young Adults (RSYA), Teachers' Sense of Efficacy Scale, the Emotional Intelligence Traits, Satisfaction with Life Scale (SWLS) and Rating Pre-Service Teacher Events for Stress Scale were adapted and used in this study. Collected data were analysed using the PLS-SEM approach. The result showed that self-efficacy and subjective wellbeing were significant predictors of resilience and practicum stress. It is hoped that this study will provide more understanding about practicum stress and stress-coping abilities so that appropriate orientation, content and practice during practicum can be planned and implemented in an effort to prepare high-quality educators.

The Relationship between Emotional Intelligence and Psychological Well-Being among Male University Students: The Mediating Role of Perceived Social Support and Perceived Stress

“…Some scholars have proven [2,49,51] that university students state that they need social support because of increased stress levels. In retrospect, this shows the correlation between an individual's emotional wellness and emotional intelligence.…”

Investigating the Effect of Authentic Research Project-Based Laboratory Work on Creative Thinking, Attitudes and Scientific Work Skills of High School Students

“…3. The mean score of workability laboratories conventional [15,35,37]. Students are satisfied with their project laboratory work, they acquire the skills needed to face the challenges of their future profession.…”

Perceived Stress and Perceived Lack of Control of Student Teachers in Field Practice Placements in Schools during the COVID-19 Pandemic: Validity of the PSS-10 Adapted to the Field Practice Context

“…Thus, these studies operationalize and measure stress as the psychological experience of stress and lack of coping during a specified period of time, but without attaching this to specific events or factors in the learning environment (i.e., perceived stress). For example, Ngui and Lay [10,11] found that field-practice-related perceived stress among student teachers was predicted by self-efficacy and subjective wellbeing. Geng, Midford, and Buckworth [12] found that the practicum-related perceived stress levels were significantly correlated with the time spent by student teachers on planning for teaching, so the more hours spent on planning, the less stress.…”

“…While a number of different measures of perceived stress have been used in the previously mentioned research, a significant number of the identified quantitative studies of student teachers' perceived stress as related to field practice appear to have utilized the 10-item version of the perceived stress scale (PSS-10; [21]), for example, Geng and Midford [14] and Ngui and Lay [10]. The PSS-10 has also been utilized in numerous studies on the perceived stress of student teachers in relation to the campus or university parts of their education (e.g., [15,22]).…”