An assessment of stress factors affecting student-teachers in Tanzania: a case of Marangu teachers’ college
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Date
2017
Authors
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Journal ISSN
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Publisher
University of Dar es Salaam
Abstract
The purpose of the study was to determine factors attributed to students’ level of stress and common stress coping strategies used at Marangu Teachers’ College. Three main objectives guided this study. These were 1) to identify common sources of stress affecting students-teachers, 2) to determine stress level to student-teachers and 3) to explore impacts and coping strategies student-teachers use to deal with stress. The study was guided by Lazarus and Folkman’s Theory of Stress and Coping and employed mixed research approach. Descriptive cross-sectional design was used to guide the study. Participants were 110 student teachers and 24 tutors of Marangu Teachers’ College. Majority of the student teachers were in-service teacher trainees who were already primary school teachers. Data were gathered through questionnaire, semi structured interviews and focus group discussion. Data were analyzed using both content and thematic analysis. The findings of the study reveals majority of student-teachers had experienced high level of stress even though half of them were not sure whether stressed or not due to lack of knowledge regarding sources of stress. Furthermore, the study found that two third of student-teachers often or sometimes experienced symptoms of stress implying that they had high stress levels. Similarly, the study found that the majority often or sometimes employed positive coping strategies such as active engagement in social networking. The study makes three conclusions based on the findings. The first conclusion is that student teachers at Marangu Teachers’ College were subjected to high level stressors which affected their psychological wellbeing although the college has not been able to address these sources of stress. Such were academic performance and financial challenges. The second conclusion is that student teachers lacked the awareness of signs and symptoms of stress which increase the level of stress among student teachers. However, they reported nervousness, anger, anxiety, sickness and body pains, social withdrawal and lack of concentration during class hours. Third conclusion is that student teachers were not able to device relevant coping strategies against stress. The study, therefore, makes several recommendations for action and further research.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF BF575.S75T34K39)
Keywords
Stress Psychology, Student teachers, Marangu Teachers' College, Tanzania
Citation
Kayumba, T.D. (2017) An assessment of stress factors affecting student-teachers in Tanzania: a case of Marangu teachers’ college. Master dissertation, University of Dar es Salaam. Dar es Salaam.