African Educational Research Journal - Vol. 2(3) - Full Length Research Paper - Experience of stress among student-teachers

Oct 15, 2026

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The study explores the experiences and sources of stress among practicing student-teachers in Ethiopia’s Eastern region. Using stratified random sampling, 112 of 197 participants completed measures including the Perceived Stress Scale (PSS) and a sources-of-stress instrument, alongside socio-demographic characteristics. Four focus group discussions supplemented the survey data. Findings show very high stress levels, with major stressors including student misbehavior, difficulty contacting significant others, and uncomfortable working environments.

LanguageEnglish

CategoryResearch & Report

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Pages6

Reading Time15 min

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Abstract

Introduction

African Educational Research Journal Vol. 2(3), pp. 96-101, July 2014 ISSN: 2354-2160 Full Length Research Paper Experience of stress among student-teachers enrolled in postgraduate diploma in teaching (PGDT) : The case of Haramaya University cluster centers, Ethiopia Yirgalem Alemu*, Aschalew Teshome, Million Kebede and Tessema Regassa College of Education and Behavioral Sciences, Haremaya University, Ethiopia. Accepted 1 July, 2014 | ABSTRACT
The aim of this study was to explore the experiences and sources of stress among practicing studentteachers in the Eastern region of Ethiopia. A total of 112 participants were selected from the total population of 197 using stratified random sampling technique. Data were collected using the Perceived Stress Scale (PSS), sources of stress measure and socio demographic characterstics of participants. To suppliment the survey results, four groups of focus group discussions were conducted. The result indicated that 96% of female and 90% of male participants scored a stress level of 29 and above (out of the possible 56) indicating that they were fairly often, or very often, stressed. Though female participants showed higher level of stress than their male counterparts, the difference was not significant. Student misbehavior, inability to contact with significant others like families and relatives, and uncomfortable working environment were identified in that order as the greatest stressors. The implications of the results to teacher training institutesand other stakeholders in the teacher–training programs is discussed.
Keywords: Student-teachers, stress, post-graduate diploma. | | --- | | *Corresponding author. E-mail: yalemu1982@gmai[l.com. Tel:](l.com. Tel:) +251 255 530 388. | INTRODUCTION Teaching has been consistently ranked as a high-stress occupation with between 33 and 37% of teachers studied regularly reporting being ‘very/extremely’ stressed due to factors intrinsic to the teaching profession (Chan, 1998) . Occupational stress in teaching is one of the factors that contribute to the attrition rate for teachers in some parts of the world (Chaplain, 2008; Kyriacou and Kunc, 2007) . In the same vein, stress and workload are reported to be recurring themes explaining the withdrawal of studentteachers from teacher training programs in some countries (Chambers and Roper, 2000) . Student-teachers are those candidates who are receiving training to be teachers in the future. Sometimes they are called preservice teachers. Other than the inherent nature of teaching as a stressful occupation (Wilhelm et al. , 2000) , there are several factors that lead student-teachers to stress. Within the teacher training program, student-teachers in many parts of the world have reported moderate to high levels of stress with respect to their teaching practicesand practicum (Kazu, 2001; Morton et al. , 1997) . Having full teaching loads and other duties as experienced teachers, difficult subject combinations and managing challenging students are other factors that lead beginning teachers to stress (Gordon and Maxey, 2000; Kosnik and Beck, 2005) . Beginning teachers in Italy also identified class discipline as the most challenging part of the profession (Bezzina, 2006) . Hertzog (2002), Brock and Grady (1996) and Beach and Pearson (1998) also found out that student misbehavior was the major concern for pre-service teachers. Adler (1996) suggests that such concerns can override efforts to promote reflective inquiry. Malderez et al. (2007) comments that teachers many leave the profession because of inability to manage student behavior. That is why Armstrong and Savage (1990) identified classroom management as a critical skill for pre-service (student) teachers. In addition, many student-teachers fear that if they ask for assistance, they will appear incompetent or poorly prepared (Glickman et al. , 1998; Gold, 1989; Scherer, 1999) . In the current practices of teacher education

FAQs

What was the aim of the study?

To explore the experiences and sources of stress among practicing student-teachers in Ethiopia’s Eastern region.

How many participants were involved and how were they selected?

A total of 112 participants were selected from 197 using stratified random sampling.

What were the main sources of stress identified?

Student misbehavior, inability to contact significant others such as families and relatives, and an uncomfortable working environment were identified as the greatest stressors, in that order.

Oct 15, 2026

Uploaded by Stanford