Effect of Stressors and Coping Strategies on Preservice Teacher-Trainees’ Academic Performance in Ugandan Universities

Abstract

University students generally face numerous stressors that impede their academic performance. The study aimed at exploring how stressors and coping strategies affected the academic performance of preservice teacher-trainees in universities in the Central region, Uganda. A sample of 554 teacher-trainees enrolled on the BA(ED) and BSc (Ed) programmes from three universities participated in the study to ascertain the effect of stressors and coping strategies used. The study further sought views from 346 respondents enrolled in years two and three to establish the effect of stressors and coping strategies on their academic performance. The first years were excluded since they had not received their results at the time of data collection. The results revealed that teacher-trainees used myriad coping strategies to avert the effects of stressors. Results further revealed a significant negative relationship between stressors and academic performance (r= -0.239**, p=0.000< 0.05). This negative correlation implied that as stress increased, the academic performance of teacher-trainees reduced. Results further revealed a negative relationship between coping strategies and academic performance measured by their current CGPA (r= -0.089, p= 0.099>0.05). Thus, the way teacher-trainees coped with stress had a very minimal impact on their academic performance. Problem-focused coping had a positive relationship with academic performance, unlike emotion-focused and avoidant coping strategies. The study concluded that problem-focused coping could improve academic performance compared to maladaptive strategies such as emotion-focused and avoidance coping strategies. The study recommended strengthening the orientation of new students into university life and continued mentorship throughout their stay at university. The university managers should strengthen counselling programmes and encourage peer counselling for the students. Lastly, students should be guided in setting realistic academic goals and managing their time appropriately