Understanding Pre-Service Teachers' Mental Health Problems and Resilience Mechanisms during Teaching Practice at Mzumbe University

Abstract

The world is experiencing the proliferation of mental health problem that affects productivity in many aspects. Pre-service teachers also experience mental health problems due to various contextual and work environments. Using Bowlby's attachment theory, the study explored pre-service teachers' resilience to mental

health problems during teaching practices. The study adopted a cross-sectional survey design with a sample size of 96 respondents who were randomly selected

from pre-service teachers studying at Mzumbe University. The data collection method used a questionnaire. The findings reveal that pre-service teachers experienced mental health problems during teaching practice caused by a lack of mental health literacy (60%) and anxiety about evaluations (65%). However, RII (0.579) indicates that most factors moderately caused mental health problems.

Mental health problems affect pre-service teachers, as 61% contemplated leaving the teaching profession and 61% faced challenges in engagement with students in

teaching practices, and the RII (0.4873) indicates a low importance level. Further, findings show that pre-service teachers devised resilience mechanisms, such as 75% used stress-relief techniques like exercise and being calm and 73% made self-reflection and adjustment, where the RII (0.0.7451) indicates these mechanisms provided moderate support in coping with causes of mental health problems.

Findings imply the need to devise mental health support systems for pre-service teachers to ensure their well-being and career success. The study recommends that

teacher training institutions integrate mental health training into curricula and devise mentorship programs to equip pre-service teachers with the knowledge and

skills to identify and manage mental health problems in their work environment.