Stressors and coping strategies through the lens of Early Childhood/Special Education pre-service teachers

This mixed-methods study was designed to identify stressors, describe coping strategies, and pinpoint ways in which university supervisors can assist Early Childhood/Special Education (ECSP) pre-service teachers while they perform student teaching responsibilities. In that vein, participants were asked to identify stressors they experienced while teaching in the classroom setting. These stressors included three main ideas of work overload, communication, and classroom management and discipline. Participants were also asked to convey the coping strategies they used. Coping mechanisms were comprised of relationships, exercise, time management, and the ability to schedule “down time.” Finally, respondents were asked to state ways in which university supervisors could better support them. Answers evolved around the two concepts of effective communication and reassurance. Looking through the lens of ECSP pre-service teachers provides valuable insight for program improvement, student teacher success, and classroom teacher longevity.