An Examination of Protective Factors and Coping Strategies of Preservice Teachers Completing Different Certification Routes

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-1 - Division K Section 3 Poster Session 3

Abstract

The purpose of this study was to determine if different types of pre-service teachers identify with different protective factors and methods for coping under stress. Previous research suggests pre-service teachers who experience negative affect and psychological distress feel less prepared to conquer challenges in the classroom (Jamil, Downer, & Pianta, 2012). Data was collected using the COPE Scale (Carver, et. al., 1989) and the Teacher Protective Factors Scale (Muller, Gorrow, & Fiala, 2011). The results demonstrated undergraduates were less likely to endorse active coping and planning coping strategies and more likely to endorse denial, behavioral and mental disengagement strategies. Undergraduate participants were also less likely to endorse the protective factor of meaningful participation compared to the graduate student groups.

Authors

• Amanda Olsen, University of Missouri

• Roberta J. Scholes, University of Missouri - Columbia

• Courtney Hartin