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Cited by 16Student Stress and CopingTeacher Education and Leadership StudiesTeacher Education and Assessments

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Brunei’s teacher education programs: insights into students’ coping and help-seeking strategies to challenges

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Mundia, Lawrence, Shahrill, Masitah, Jaidin, Jainatul Halida, Jawawi, Rosmawijah, Mahadi, Mar Aswandi·2016·International Journal of Mental Health Systems
DOI 10.1186/s13033-016-0091-5PMC PMC5041558
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Abstract

BACKGROUND: Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs. METHODS: Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22. RESULTS: Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630). CONCLUSIONS: Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions.

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Metadata

Authors
Mundia, L., Shahrill, M., Jaidin, J. H., Jawawi, R., & Mahadi, M. A.
Affiliations
Universiti Brunei Darussalam (BN)
Corresponding author
Mundia, Lawrence
ORCID
Venue
International Journal of Mental Health Systems
Publisher
Springer Science and Business Media LLC
Published
2016-09-29
Volume
10
Issue
1
Pages
62-62
ISSN
1752-4458 (ISSN-L)
DOI
10.1186/s13033-016-0091-5
PMC
PMC5041558
OpenAlex
W2525738506
Cited by
16
References
3
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 3 · 2022: 1 · 2018: 5 · 2017: 3
FWCI
4.51
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • International Journal of Mental Health Systems (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
teacher professional development, coping strategies, help-seeking, pre-service teachers, academic performance, task-oriented coping, gender differences, online resources, peer collaboration, MED, Brunei, teacher education reform

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