Impact of Predisposing Factors on Academic Stress among Pre-Service Teachers

Abstract

Background: Many studies have been done on stress among educators. Teachers, lecturers, and tutors all over the world has been brought into attention when it comes to stress related issues. Our purpose was to investigate the level of academic stress among pre-service teachers in a teaching education institution in Perak, Malaysia. Methods: In this study a cross-sectional comparative survey study was conducted on pre-service teachers from a teacher education institution. The variables that was tested and correlated throughout the study are age, gender, and marital status, and medical history, influence of medications, exercise and social lifestyle. Data was collected through questionnaires to find out the outcome. Descriptive data analysis was used to describe the socio-demographic data. Correlation analysis was used to determine the significant relation between the variables. P<0.05 was considered as significant of the study. Results: Majority of the students, 78.4% represent the severe category of distress according to the Kessler scale. The remaining 13.6% were recorded as being under mild and 7.6% (n=19) under moderate category of distress. Regrettably, less than 1% (n=1) of the pre-service teachers were from the well category. Exercise was found to be significantly associated with the prevalence of severe psychological distress. Simple logistic regressions showed that pre-service teachers who exercised had a significant 91% reduced risk for psychological distress (OR=0.09; 95% CI=0.02, 0.35) compared to those who doesn’t exercise. Conclusion: At the end of this study, a better understanding on the predisposing factors of academic stress among pre-service teachers was determined and therefore interventions on coping with stress can be made simple. Various physiotherapy interventions on preventive and corrective measures were suggested with reference to the results.