The relationship between resilience and perceived practicum stress: the mediating role of self-efficacy

The purpose of this study is to determine the mediating role of three subdimensions of self-efficacy (instructional strategies, classroom management and students’ involvement) on the relationship between resilience and trainee teachers’ perceived practicum stress. Hypothesized multivariate model was tested using partial least square-structural equation modeling (PLS-SEM) with SmartPLS3.0 to determine the mediating effect self-efficacy on of these variables. The reflective measurement model analysis indicated a good statistical fit. The structural measurement model showed that resilience has a significant relationship with instructional strategies, classroom management and students’ involvement. The relationship between resilience and perceived practicum stress was also significant. However, the result showed that although classroom management was a significant mediator of the relationship between the studied variables, instructional strategies and students’ involvement were not. Hence, this implied that efficacy in classroom management enables trainee teachers to reduce perceived practicum stress more than efficacy in instructional strategies and students’ involvemen

The Effect of Emotional Intelligence, Self-Efficacy, Subjective Well-Being and Resilience on Student Teachers’ Perceived Practicum Stress: A Malaysian Case Study

Stress is inevitable in the world of teaching and practicum training and therefore, student teachers naturally incur a certain level of stress due to the demands for them to use various knowledge and skills in real school and classroom environment. Hence, practicum stress needs to be addressed accordingly. The central focus of this study is using a partial least square-structural equation modeling to explore the inter-relationships among the student teachers’ personal resources to mitigate practicum stress. A sample of 200 student teachers selected by purposive sampling from teacher education institutions in Sabah, Malaysia was used in this study. This study collected data via survey methods using a questionnaire developed from several existing scales. Findings showed that emotional intelligence, self-efficacy, and subjective well-being were able to explain resilience with good predictive accuracy and relevance but poorly for practicum stress. These findings were suggestive of the need to include additional constructs to explain perceived practicum stress better in future exploratory research

Relationship between stress coping Factors with stress level during practical training among trainee teachers: a PLS-SEM approach

Practicum is a highly stressful situation whereby trainee teachers are subjected to a high quality standard, deals with numerous students’ behaviour, adapt with the school climate and so forth. In this stress coping factors comprising of selfefficacy, subjective well-being and emotional intelligence are associated with practicum stress experienced by 137 trainee teachers in the Sabah Teacher Education Institutions (TEIs). Resiliency Scale for Young Adults (RSYA), Teachers’ Sense of Efficacy Scale, the Emotional Intelligence Traits, Satisfaction with Life Scale (SWLS) and Rating Pre-Service Teacher Events for Stress Scale were adapted and used in this study. Collected data were analysed using the PLS-SEM approach. The result showed self-efficacy, emotional intelligence, subjective well-being and stress are moderate but resiliency has moderately low level. Self-efficacy and subjective well-being are significant predictors of resilience and stress, however, emotional intelligence is not. It is hoped that this study will provide more understanding about stress and stress coping abilities so that appropriate orientation, content, and practice during practicum can be planned and implemented in an effort to prepare high quality educators

Investigating the Effect of Stress-Coping Abilities on Stress in Practicum Training

Practicum is a highly stressful situation whereby trainee teachers are subjected to a high-quality standard, deals with numerous students’ behaviour, adapt with the school climate and so forth. In this study, stress-coping factors comprising self-efficacy, subjective well-being and emotional intelligence experienced by 137 trainee teachers in the Sabah Teacher Education Institutions (TEIs) are associated with practicum stress. Resiliency Scale for Young Adults (RSYA), Teachers’ Sense of Efficacy Scale, the Emotional Intelligence Traits, Satisfaction with Life Scale (SWLS) and Rating Pre-Service Teacher Events for Stress Scale were adapted and used in this study. Collected data were analysed using the PLS-SEM approach. The result showed that self-efficacy and subjective well-being were significant predictors of resilience and practicum stress. It is hoped that this study will provide more understanding about practicum stress and stress-coping abilities so that appropriate orientation, content and practice during practicum can be planned and implemented in an effort to prepare high-quality educators

Pengaruh efikasi kendiri, kecerdasan emosi, kesejahteraan subjektif dan daya tahan terhadap stres guru pelatih semasa praktikum

Stres merupakan salah satu aspek yang seringkali dikaitkan dengan praktikum dalam pendidikan guru. Ini kerana guru perlu menggunakan pelbagai pengetahuan dan kemahiran dalam persekitaran pengajaran dan pembelajaran sebenar. Guru pelatih perlu mengajar mengikut standard kualiti yang tinggi, menangani pelbagai karenah pelajar, menyesuaikan diri dengan iklim sekolah dalam aspek pentadbiran, pengurusan, interaksi dengan warga sekolah, berhadapan dengan pelbagai tuntutan kerja dan sebagainya. Justeru itu, stres semasa praktikum adalah suatu situasi yang perlu ditangani dengan baik. Kajian ini menyiasat pengaruh efikasi kendiri, kecerdasan emosi, dan kesejahteraan subjektif terhadap daya tahan dan stres semasa praktikum dalam kalangan guru pelatih di institusi pendidikan guru di Sabah. Kajian ini melibatkan seramai 200 orang guru pelatih yang dipilih menggunakan persampelan bertujuan dan sedang mengikuti program keguruan peringkat sarjana muda di institusi-institusi pendidikan guru di Sabah. Soal selidik yang digunakan dalam kajian ini terdiri daripada Skala Memahami Efikasi Guru untuk mengukur efikasi kendiri guru, Skala Tret Kecerdasan Emosi untuk mengukur kecerdasan emosi, Skala Kepuasan dengan Hidup untuk mengukur kesejahteraan subjektif, Skala Daya Tahan untuk mengukur daya tahan guru-guru pelatih, dan Skala Stres yang Dipersepsikan untuk menentukan tahap stres praktikum. Data yang dikumpul dianalisis dengan menggunakan pendekatan PLS-SEM. Dua perisian statistik telah digunakan iaitu IBM SPSS 23.0 dan SmartPLS3.0. Dapatan kajian mendapati tahap stres praktikum yang dipersepsikan, efikasi kendiri, kecerdasan emosi, dan kesejahteraan subjektif adalah sederhana manakala daya tahan terhadap stres adalah sederhana rendah. Kajian juga menunjukkan model struktural menghubungkait konstruk kajian mempunyai kesignifikanan dan kerelevanan yang baik untuk menerangkan daya tahan terhadap stres namun hanya dapat menerangkan stres praktikum dengan lemah. Justeru itu, model ini memerlukan tambahan kepada konstruk lain yang mampu menjelaskan stres praktikum yang dipersepsikan dengan lebih baik dalam kajian penerokaan lebih lanjut