Academic Stress Experiences and Coping Mechanisms Among Pre-Service Teachers: Basis for Intervention Development

Abstract

This study examined the academic stress experiences and coping mechanisms of pre-service teachers as a basis for developing support strategies that promote adjustment and well-being in teacher education programs. Specifically, it assessed academic stress in terms of workload, performance demands, time management challenges, and teaching practicum requirements, identified coping mechanisms, and examined the relationship between academic stress and coping strategies among pre-service teachers. Using a quantitative descriptive-correlational design, data were collected through a structured survey questionnaire from Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) students in a public university in Zamboanga City selected through voluntary sampling. Descriptive statistics and correlation analysis were used to analyze the data. Findings revealed that pre-service teachers generally experienced a moderate level of academic stress, with workload and performance demands identified as the primary sources of pressure, while teaching practicum requirements were rated lower in comparison. Respondents commonly utilized problem-focused and emotion-focused coping strategies, whereas avoidance coping was least practiced. Results further indicated no statistically significant relationship between academic stress and coping mechanisms, suggesting that coping patterns may not be directly associated with stress levels and may be influenced by other factors not examined in this study. The findings highlight the need for strengthened support systems for pre-service teachers. As an output of the study, the PRESTO: Pre-Service Teacher Stress Optimization Program is proposed to enhance coping skills, emotional resilience, and academic adjustment.