Stress, Resilience, and Academic Success: Coping Strategies of Pre-Service Teachers in Teacher Preparation

Abstract

Pre-service teachers encounter substantial academic and professional demands during teacher preparation, particularly during semesters combining coursework and field experiences. How candidates cope with these demands may shape their academic experiences and preparation outcomes. This study examined pre-service teachers’ self-perceived coping strategies and their associations with academic performance. Participants included 143 elementary and secondary pre-service teachers enrolled at a mid-sized public university in the Midwestern United States. Participants completed the Brief COPE inventory (Carver, 1997) and self-reported course grades near the end of the semester. Data were analyzed using descriptive statistics, analyses of variance, t-tests, and multiple regression analyses. Results showed that coping strategy use was largely stable across semesters, with significant differences in a small number of strategies. Modest differences were also observed between elementary and secondary education majors. Regression analyses revealed limited and inconsistent associations between coping strategies and course grades. Coping strategies did not significantly predict performance in elementary education courses, and few significant predictors emerged within secondary education courses. Overall, pre-service teachers employed a range of coping strategies, but these were only weakly related to course grades. Findings highlight the importance of examining outcomes beyond grades and suggest future research on coping, well-being, and persistence in teacher preparation.