Australian Journal of Teacher Education
DOI
10.14221/ajte.2015v40n6.1
Abstract
This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years’ education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years’ education students, (p < .01). Contributing stressors included academic work commitment; completing placement and related performance assessments in schools and at university; having a good understanding of the requirements of professional teaching, such as classroom management, and working with mentor teachers; and conflicting work and family commitments. These findings provide greater understanding about the stressors experienced by first-year education students and usefully inform ways to help this group achieve their study and career goals.
Recommended Citation
Geng, G.,
& Midford, R.
(2015).
Investigating First Year Education Students’ Stress Level.
Australian Journal of Teacher Education, 40(6).
http://dx.doi.org/10.14221/ajte.2015v40n6.1
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons