![]() To cope with professional inadequacy frequently experienced during practicum, PSTs may modify their professional ideals to be less empathic, compassionate and caring and focus on content and student achievement ( Lindqvist et al., 2017). How they ‘frame’ their teaching experience is based on their own experiences as a student, and there can be vast differences between when they were in the classroom as a student and when they return as a teacher ( Turner et al., 2012). Often the expectations of PSTs do not match the reality of the classroom. 8) “around 90% of teachers say that serving a larger social purpose was a major motivation to enter the profession.” The contrast between idealistic expectations and the reality of the classroom can be overwhelming and individuals that are “empathetic, sensitive, dedicated, idealistic, and people-orientated, tend to be the most vulnerable” ( Greer and Greer, 1992, p. ![]() Those entering the teaching profession are more likely to have ideological motivation based on empathy and service to others. Psychological distress can manifest as physiological ailments or symptoms associated with anxiety, depression, decreased productivity and performance ( Wong et al., 2006). Conversely, stress has been identified as creating a deleterious effect on PSTs’ performance and erode confidence, professional identity and morale. Early research highlighted that in some cases, stress could be a motivating factor that encourages behaviour change and improves work ethic among pre-service teachers (PSTs). Teacher stress and wellbeing is an established area for educational research spanning over 40 years (e.g. Increase in mindful attention awareness (p = 0.019), pre-program (M = 3.49, SD = 0.59) and post-program (M = 3.94, SD = 0.85), effect size (d = −0.57).Ĭonclusion: The findings suggest that perceived stress for PSTs are at above-average levels and a yoga-based CI may provide support for promoting wellbeing and stress management. The participants in the CI experienced a significant decrease in perceived stress (p = 0.004) pre-program (M = 18.6, SD = 7.04) and post-program (M = 15.55, SD = 6.95), effect size (d = 0.48). There was a significant decrease in PWI scores (p = 0.04). There was not a significant change for the MAAS and sub-scales of the Brief COPE. Results: The paired-samples t-test confirmed that perceived stress levels (p = 0.082) for PSTs remain elevated across the duration of the academic year. Phase Two CI pre- and post-program self-report measures (N = 20).ĭata analysis: Paired-sample and independent sample t-test. Perceived Stress Scale, Mindful Attention Awareness Scale, Personal Wellbeing Index and the Brief COPE scale. Method: Phase One (N = 79) survey at two timepoints. Objectives: Investigate the change in perceived stress, mindful attention awareness, subjective wellbeing and coping for pre-service teachers (PSTs) and the impact of a pilot 6-h Complementary Intervention (CI). ![]() 2School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QL, Australia.1School of Education, The University of Queensland, Brisbane, QL, Australia.Stevie-Jae Hepburn 1*, Annemaree Carroll 1 and Louise McCuaig 2 ![]()
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