Teacher Candidates’ Strategies for Coping with Stress

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Year-Number: 2012-Volume 4, Issue 1

Abstract

This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ) with the participation of 183 female (59,6 %) and 124 male students (40,4). To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results reveal that there was a significant difference at .01 and .05 level in the gender variable in the subscales of “Negative and Passive Coping”, “Seeking External Support”, “Use of Alcohol and Drugs”, “Religious Coping”. Also, according to the age variable, the difference was again significant at .01 and .05 level for the participants between the ages of 23-31 in the subscales of “Positive and Active Coping” and “Self Bolstering”. Moreover, there was a significant difference at .01 and .05 level for the major variable in the subscales of “Denial/Mental Disengagement” and “Religious Coping”. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively

Keywords

Abstract

This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ) with the participation of 183 female (59,6 %) and 124 male students (40,4). To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results reveal that there was a significant difference at .01 and .05 level in the gender variable in the subscales of “Negative and Passive Coping”, “Seeking External Support”, “Use of Alcohol and Drugs”, “Religious Coping”. Also, according to the age variable, the difference was again significant at .01 and .05 level for the participants between the ages of 23-31 in the subscales of “Positive and Active Coping” and “Self Bolstering”. Moreover, there was a significant difference at .01 and .05 level for the major variable in the subscales of “Denial/Mental Disengagement” and “Religious Coping”. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively

Keywords