Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Christina Gray
Second Supervisor
Geoffrey Lowe
Third Supervisor
Olivia Johnston
Abstract
Pre-service teachers experience many stressors while undertaking their undergraduate degree. These include course related stressors such as academic struggles, financial pressures surrounding outside employment to fund studies, and personal stressors with partners, family and friends exacerbated by coursework pressures. Furthermore, the practicum is known to amplify the effect of these stressors on pre-service teachers because of the time intense commitment involved. Stress, both internally generated or externally imposed, is detrimental to mental wellness and can ultimately impact pre-service teacher effectiveness.
The aim of this research project was to examine pre-service teachers' mental wellness needs by focusing on the Assistant Teacher Program (ATP), which is the longest and final practicum, and potentially the most stressful. While there is a considerable body of research into the stress pre-service teachers experience, little is known about frameworks which can support student mental wellness, particularly during the practicum. Investigating and understanding this phenomenon offers the potential to develop practical support strategies for pre-service teachers during this key milestone in their Initial Teacher Training.
In order to understand pre-service teacher mental wellness needs, the Intangible Mental Health Needs for the Human Species, developed by Stephen Boyden and derived from evolutionary biology, were used as the theoretical framework for this study (Boyden, 2004; 2016). Boyden proposes 14 intangible mental wellness needs integral to all human well-being and defines the counterbalance to stressors as meliors. Meliors are preventative and protective factors that promote mental wellness. Accordingly, this study investigates how Boyden’s Intangible Wellness Needs are evidenced and impacted, and ultimately, which stressors and meliors affect pre-service teachers’ mental wellness on ATP. The research ultimately proposes practical support strategies that can be applied by stakeholders in practicum situations to promote and protect the mental wellness of pre-service teachers. The Boyden needs have proved to be a potentially effective framework for understanding the stressors affecting pre-service teachers and provide potential meliors to combat these stressors.
Access Note
Access to this thesis is embargoed until 27 September 2026
Recommended Citation
Sanbrook, C. (2024). A tale of the well-ness monster: Examining the mental wellness needs of pre-service teachers during the assistant teacher program. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2824
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