Abstract
This study examines self-perceived coping strategies and academic success among preservice teachers in teacher preparation programs. Understanding the self-reported coping strategies preservice teachers utilize in teacher preparation programs is crucial for their preparation and academic performance. By analyzing and discussing self-reported survey data, the research identifies patterns and trends that can inform future practices to support preservice teachers. Findings indicate that preservice teachers self-reported using various coping strategies but predominantly utilized Problem-Solving coping strategies when presented with stressful situations. The study further discusses and provides recommendations for how university-school partnerships can provide the necessary supports for preservice teachers to be fully prepared as professionals.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Olson, Haley M.; Roop, Teddy D.; and ONeal-Hixson, Kelly
(2024)
"Navigating Academic Success: Exploring the Role of Self-Perceived Coping Strategies Among Preservice Teachers,"
The Advocate:
Vol. 29:
No.
2.
https://doi.org/10.4148/2637-4552.1196
Included in
Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Secondary Education and Teaching Commons
