Authors: Linda Zimmermann Thomas Unterbrink Ruth Pfeifer Michael Wirsching Uwe Rose Ulrich Stößel Matthias Nübling Veronika BuhlGrießhaber Markus Frommhold Uwe Schaarschmidt Joachim Bauer
Publish Date: 2011/12/29
Volume: 85, Issue: 8, Pages: 865-876
Abstract
The aim of this crosssectional study was to evaluate the mental health of student teachers to analyse the extent to which they feel prepared for their profession by the university curriculum and to investigate patterns of coping with occupational stressA sample of 481 German student teachers was investigated using two standardised instruments GHQ12 General Health Questionnaire and AVEM Arbeitsbezogenes Verhaltens und Erlebensmuster an occupational stress and coping questionnaire describing four patterns of workrelated coping behaviour In addition we asked how well the student teachers felt that the curriculum prepared them for their professionFortyfour per cent of the student teachers report impaired mental health in the second teacher training period indicated by a GHQ value equal to or over the cutoff of four The AVEM responses revealed more than 40 showing risk patterns A or B compared to only 263 displaying a healthy coping style G while 328 demonstrate an unambitious style S These GHQ values are inversely correlated with the extent to which student teachers feel prepared for their work by the university curriculumOur data indicate a problematic stress level for student teachers in the second training phase high exposure to health risks and unfavourable coping styles Since teaching is clearly an extremely demanding job it is vital that teacher training systems contribute towards protecting the health of teachers by focusing on fostering healthy personal attitudes and equipping young teachers with coping styles and skills that will better prepare them for the challenges facing them in their daily work Selfcare health management should also be part of the teacher training curriculum
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