Given the increasing demands and pressures on future educators, understanding the mental health challenges and their implications for pre-service teachers is essential for developing effective support systems. This study investigates the prevalence and perceived impact of depression, anxiety, and stress (DAS) among pre-service teachers in the Philippines using a mixed-methods approach. Quantitative data were collected through the DASS-21 survey from 230 respondents, while qualitative information was obtained from in-depth interviews with 23 participants. The findings revealed that anxiety is the most prevalent mental health concern, and significant group differences were found in DAS. Two themes emerged from the in-depth interviews: (1) psychological and behavioral impacts of DAS, highlighting the mental, emotional, behavioral, social, and academic consequences experienced by pre-service teachers, and (2) coping and adaptation strategies, detailing how pre-service teachers manage and overcome challenges. The study offers suggestions highlighting the need for targeted interventions and support systems within teacher education programs to answer the mental health needs of pre-service teachers.
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How to Cite
Belarmino, J. P., Resma, J., Senial, C. R., & Sarsale, J. (2025). Depression, anxiety, and stress: Prevalence and narratives among Filipino pre-service teachers. Revista de Estudios e Investigación en Psicología y Educación, 12(1), Article e11168. https://doi.org/10.17979/reipe.2025.12.1.11168
Belarmino, Resma, Rose Senial, and Sarsale: Depression, anxiety, and stress: Prevalence and narratives among Filipino pre-service
teachers
One key responsibility of teacher training institutions is to equip future teachers
not only with essential pedagogical skills but also prepare them mentally and emotionally
for teaching. Educating is a challenging career that requires future educators to
possess global competence – the ability to understand and navigate diverse cultural
and educational contexts () – and resilience, which enables them to adapt to and recover from challenges in
their personal lives and academic training (). For pre-service teachers, this preparation includes the academic rigors of teacher
education programs, and the psychological demands associated with managing academic
workload, teaching practicums, and social and institutional expectations of their
future roles. Such challenges often profoundly affect their mental health and overall
well-being (). This study delves into the prevalence and impacts of DAS among Filipino pre-service
teachers on their personal and academic lives.
Pre-service teachers are college students in teacher education programs () undergoing a transformative phase in their professional journey. They are not only
students but also individuals being trained to shape the minds and futures of children
through their education and preparation (). Their mental and emotional well-being during this critical phase significantly
impacts their academic performance, classroom management, and long-term success as
educators (). The transition from student to professional teacher is often regarded as one of
the most stressful stages in an educator’s development, as pre-service teachers must
balance rigorous academic expectations, field-based teaching experiences, and the
psychological pressures inherent in this high-stakes period (). Given the high demands of this stage, it is important to look into the mental health
issues that pre-service teachers face, especially how DAS manifests and affects their
preparedness for the profession.
Research highlights that DAS profoundly affects the personal and academic lives of
pre-service teachers. Common stressors include financial strain (), the pressures of teaching practicums (), and the societal expectations () that these future educators face. Studies also highlight that negative emotional
experiences, whether arising from organizational stressors, personal struggles, and
contextual challenges, can severely impact the well-being of pre-service teachers,
particularly during their teaching practicums (). These emotional experiences can deprive them of a sound relationship with their
students, and consequently, affect their performances in class (). In addition, excessive workload and improper institutional support have been rated
as the major causes of stress among pre-service teachers (). Changing theory to practice can be challenging, especially for pre-service teachers
who face self-doubt and imposter syndrome (). Inadequate coping skills also worsen matters emotionally, and there is a heightened
potential for burnout before even practicing as a professional (). Moreover, sociocultural issues, including being compelled to abide by traditional
standards of teaching, increase the mental burden of the pre-service teachers (). Studies also indicate that the lack of mental health services in teacher preparation
programs may leave these individuals unprepared to cope with emotional challenges
(). Therefore, knowing the prevalence and nature of DAS among pre-service teachers
would prepare these pre-service teachers for the demands of the teaching profession.
While much of the existing literature on mental health in the teaching profession
focuses on in-service teachers, who face high levels of stress, burnout, and job-related
emotional challenges (), there is a notable research gap when it comes to pre-service teachers. It is particularly
glaring in the Philippine context, where only a handful of studies address how DAS
affects pre-service teachers. Although much international research is useful in understanding
the mental health issues surrounding the plight of pre-service teachers, these studies
did not consider certain unique social, cultural, and Filipino educational dynamics.
The studies on pre-service teachers in the Philippines have focused on specific emotional
or psychological aspects, such as anxiety levels before licensure examinations () or stress in preparing for field studies (). Another study assessing the emotional state of pre-service teachers in Olongapo
City found that participants experienced normal to moderate levels of depression,
moderate to extreme degrees of anxiety, and normal to moderate levels of stress (). Another investigation highlighted that pre-service teachers often face personal
conflicts, such as anxiety and a lack of social skills, which can impact their performance
during field studies (). Additionally, research on pre-service language teachers at Western Mindanao State
University identified academic-related concerns as the main sources of stress, with
no significant difference across genders (). However, comprehensive studies looking at the combined impacts of DAS on Filipino
pre-service teachers concerning their academic and personal lives are quite few.
This study investigates the prevalence and impacts of DAS among Filipino pre-service
teachers. Moreover, this study could inform more targeted interventions and support
structures in teacher training programs to foster a more supportive learning environment
for aspiring educators. To achieve this purpose, this paper answers the following
research questions:
a
What is the prevalence of depression, anxiety, and stress among pre-service teachers?
b
Are the differences in the severity levels of depression, anxiety, and stress among
pre-service teachers statistically significant?
c
How do depression, anxiety, and stress affect the personal and professional lives
of pre-service teachers?
Theoretical underpinnings
This research is grounded in two theoretical frameworks that focus on the environmental
and contextual factors impacting the well-being and capacity of pre-service teachers
to navigate the challenges they face: resilience theory and Bronfenbrenner’s ecological systems theory.
Resilience theory looks at how people deal with tough times and challenges. It highlights that adapting
and bouncing back from stress helps a person’s overall well-being (). For pre-service teachers, resilience is a critical factor in managing the numerous
pressures inherent in teacher training, including academic expectations, the demands
of teaching practicums, and societal pressures (). This study does not measure resilience directly, but it gives a basic understanding
of how pre-service teachers handle the emotional and mental stress of their training.
The experiences of these pre-service teachers can provide insights into how they show
resilience manifested in how they use their strengths and coping mechanisms to adapt
and overcome challenges in their educational journey.
In addition, Bronfenbrenner’s ecological systems theory emphasizes how various ecological aspects, like family, school, and society, affect
a person (). In the context of DAS, ecological systems theory helps explain how environmental
stressors at various levels (micro, meso, exo, and macro) contribute to the mental
health challenges experienced by pre-service teachers. For instance, micro-level factors
like family dynamics, school culture, and personal relationships intersect with meso-level
factors such as social networks and community support, creating a complex web of influences
on mental health. Although this study does not quantitatively measure each of these
factors, the ecological systems theory provides a valuable lens for understanding
how these interconnected environmental influences impact the prevalence and severity
of DAS among Filipino pre-service teachers.
This study uses these theories to offer a comprehensive view of how pre-service teachers
in the Philippines navigate the challenges of teacher training. These theories could
provide a framework for developing targeted interventions in teacher training programs
for a more supportive learning environment.
Method
Research design
This study employs a mixed-methods explanatory sequential design. In the first phase,
quantitative data is collected and analyzed to determine the prevalence of DAS (Figure 1). A participant selection process is utilized to identify individuals for the qualitative
phase. The second phase focuses on collecting and analyzing qualitative information
through in-depth interviews to explore the impacts of DAS on pre-service teachers'
personal and academic lives. During the interpretation phase, quantitative and qualitative
results are integrated to offer a comprehensive and meaningful discussion of how DAS
affects pre-service teachers' personal and academic lives.
Figure 1The research design
Participants
The quantitative phase of the study focused on pre-service teachers enrolled in teacher
training programs, specifically the Bachelor of Secondary Education (BSED) and Bachelor
of Technology and Livelihood Education (BTLED), at a Philippine state university.
Due to logistical constraints and the accessibility of participants within these programs,
purposive sampling was employed. Although statistical sampling was not utilized, the
study aimed to explore the prevalence of DAS among pre-service teachers, with no intent
to generalize findings across all teacher training programs. The study used the adopted
DASS-21 questionnaire developed by and administered to 230 pre-service teachers. Students under 18 or those unwilling
to participate were excluded from the study, ensuring ethical compliance and voluntary
participation.
Based on the quantitative results, 23 participants were strategically selected for
in-depth interviews in the qualitative phase (Table 1). Participants were chosen for each mental health category based on the results from
the DASS-21 survey. The inclusion criteria for the qualitative phase were: (a) being
18 years or older, (b) being a BSED or BTLED student, (c) scoring moderate to extremely
severe levels in at least one mental health category, and (d) willingness to participate.
The distribution of participants across mental health categories was as follows: three
for depression, ten for anxiety, and ten for stress. We initially recruited 10 participants
for each mental health category, but only three were willing to participate in the
depression category.
Table 1Participant’s demographics (n=23)
Pseudonym
Mental Health Category
Degree Program
Gender
Age
P1
Depression
BSED
Female
22
P2
Depression
BSED
Female
24
P3
Depression
BSED
Female
20
P4
Anxiety
BSED
Female
20
P5
Anxiety
BSED
Female
19
P6
Anxiety
BSED
Female
19
P7
Anxiety
BTLED
Female
19
P8
Anxiety
BSED
Female
19
P9
Anxiety
BSED
Female
19
P10
Anxiety
BSED
Female
23
P11
Anxiety
BTLED
Female
22
P12
Anxiety
BSED
Female
20
P13
Anxiety
BSED
Female
21
P14
Stress
BSED
Female
19
P15
Stress
BSED
Female
22
P16
Stress
BSED
Male
22
P17
Stress
BSED
Female
24
P18
Stress
BTLED
Female
22
P19
Stress
BTLED
Female
21
P20
Stress
BTLED
Female
21
P21
Stress
BSED
Female
23
P22
Stress
BSED
Female
20
P23
Stress
BTLED
Male
21
Instrument
The quantitative phase used a validated adopted DASS-21 questionnaire (α=0.973) by
. This instrument comprises three scales with seven items categorized into relevant
subscales. The scale for measuring depression evaluates feelings of sadness, hopelessness,
low self-worth, self-criticism, disinterest or withdrawal, inability to feel pleasure,
and lack of motivation. The scale for assessing anxiety measures physiological arousal,
muscular tension, specific anxiety triggers, and personal feelings of unease. Meanwhile,
the stress scale measures difficulty relaxing, nervous arousal, easily upset, irritability
or over-reactiveness, and impatience.
The pre-service teachers evaluated each item using a 4-point Likert-type scale that
ranged from 0 (“Not applicable to me at all”) to 3 (“Highly applicable to me, or most
of the time”). The DASS-21 results were categorized into standard, mild, moderate,
severe, and extremely severe levels. For depression, mean scores of 0-9 indicated
normal, 10-13 mild, 14-20 moderate, 21-27 severe, and 28+ extremely severe. For anxiety,
mean scores of 0-7 indicated normal, 8-9 mild, 10-14 moderate, 15-19 severe, and 20+
extremely severe. For stress, mean scores of 0-14 indicated normal, 15-18 mild, 19-25
moderate, 26-33 severe, and 34+ extremely severe.
The qualitative phase employed in-depth interviews. The interview guide’s questions
include: (1) Can you describe a moment when you experienced depression, anxiety, or
stress, and how would you describe yourself during that time? (2) How has this experience
affected your academic performance? (3) How did you overcome this experience? Three
experts in education and mental health reviewed the phrasing, clarity, and cultural
relevance of these questions to ensure alignment with the research objectives.
Procedure
We secured approval from the university research committee. We also secured authorization
from department heads through a formal permission letter in the quantitative phase
before commencing the study. Subsequently, participants received a copy of this letter
and a detailed explanation of the study’s objectives before providing informed consent.
We made sure that their participation was voluntary.
Moreover, participants for the qualitative phase were purposefully selected based
on their quantitative results. Participants were classified into mental health categories,
and individuals meeting the inclusion criteria for each category were invited to an
in-depth face-to-face interview in a private, secured, quiet, well-ventilated room
to minimize distractions and ensure a comfortable environment. A guidance counselor
was available on-call throughout the study should there be any emotional distress
or potential harm experienced by the participants. Before each interview, we reiterated
the study’s objectives, obtained informed consent, and informed them that the interview
would be voice-recorded. They were reminded of their right to discontinue the interview
if they felt uncomfortable with the questions.
Data analysis
The quantitative data from the survey were processed and subjected to descriptive
and inferential statistics. Descriptive statistics included means, percentages, standard
deviations, skewness, and kurtosis. For inferential analysis, Welch’s ANOVA was employed
to determine significant differences across the severity levels of DAS. All inferential
tests were conducted at a 95% confidence interval. The magnitude of the observed differences
was quantified using omega squared (ω²).
We adhered to principles of credibility, transferability, dependability, and confirmability in
treating the qualitative information. Member checking was done to establish credibility,
where participants can review and validate the interpretations of the information
they shared. We ensured transferability in this study by clearly describing the context
to the participants. This process allows readers to apply the steps we did in other
settings. We also made audit trails to ensure dependability. All methodological and
analytical decisions were recorded to trace records easily. All researchers collaborated
during the transcription, coding, categorization, and thematic analysis to allow confirmability
and minimize individual biases. The qualitative information was treated systematically
using an inductive approach which allowed themes to emerge directly from the data
without predetermined frameworks.
Results
Prevalence of depression, anxiety and stress
The data from 230 pre-service teachers reveal that anxiety is the prevalent mental
health concern, with the highest mean score (19.54), followed by stress (18.83) and
depression (17.6), all reflecting moderate levels of these issues (Table 2). The slight positive skewness in depression (0.26), anxiety (0.19), and stress (0.3)
suggest that most participants experienced lower levels of these concerns, with fewer
reporting extremely high scores. The near-normal kurtosis for depression (0.09) and
stress (0.28) indicates distributions close to normal, while the flatter distribution
for anxiety (-0.19) points to a wider range of experiences.
Table 2Descriptive statistics for DAS scores
Mental health issue
N
Mean
Standard deviation
Skewness
Kurtosis
Depression
230
17.6
7.7
0.26
0.09
Anxiety
230
19.54
7.63
0.19
-0.19
Stress
230
18.83
6.83
0.3
0.28
Figure 2 illustrates the prevalence of DAS among pre-service teachers, expressed as percentages
across five levels of severity: normal, mild, moderate, severe, and extremely severe.
Figure 2Prevalence of DAS among Filipino pre-service teachers
The results show that 40.4% of pre-service teachers experience moderate depression,
with a notable proportion also facing severe (20.4%) and extremely severe (11.3%)
levels. Anxiety levels are particularly alarming, as over half (52.6%) of respondents
report extremely severe anxiety, with moderate (21.7%) and severe (18.7%) levels also
common, while only a small fraction experience normal (4.8%) or mild (2.2%) anxiety.
Stress levels are more evenly distributed, with 28.3% reporting normal stress, followed
by nearly equal percentages experiencing mild and moderate stress (26.5% each) and
fewer facing severe (16.1%) or extremely severe stress (2.6%).
ANOVA was used to examine differences in the severity levels of DAS. However, Levene’s
test showed that the variances for DAS scores were unequal (p < .001). To address
this, Welch’s ANOVA was used to ensure accurate and reliable results, as shown in
Table 3. Significant group differences were found for all three variables. Depression had
a high F-value of 630.92 (p < .001) with a very large effect size (ω² = 0.91), indicating
that over 90% of the variation in depression severity is due to group differences.
Anxiety also showed significant differences, with an F-value of 500.03 (p < .001)
and an effect size of 0.77, meaning that group differences explain 77% of its variance.
Stress had an F-value of 384.8 (p < .001) and a large effect size (ω² = 0.9), showing
that nearly 90% of its variance is due to group differences.
Table 3Significant difference in the severity levels of DAS using Welch’s ANOVA
Mental health issue
Sum of squares
df
Mean square
F
p
ω²
Depression
12339.59
4
3084.9
630.92
<.001
0.91
Anxiety
10318.52
4
2579.63
500.03
<.001
0.77
Stress
9592.27
4
2398.07
384.8
<.001
0.9
Impacts of DAS
The qualitative data were summarized into two themes: (1) psychological and behavioral
impact and (2) coping and adaptation. The significant statements related to the research
objectives were presented with an identification by the participant’s number.
Psychological and behavioral impact
This theme captures the holistic effect of DAS on the student’s internal thoughts
and feelings, external behavior and interactions, and academic performance. This theme
is subdivided into three subthemes.
Mental and emotional impact. Participants experienced psychological effects, including persistent crying, auditory
hallucinations, and suicidal thoughts. Further, suicidal ideation still emerged as
a significant concern. These manifestations affect them, as P10 shared:
There were moments when the weight of my problems became so overwhelming that I contemplated
suicide, but I felt unable to share my struggles with anyone. (P10)
Conversely, P11 felt pervasive emptiness and lack of purpose, which the emotional
toll of anxiety impacted motivation and engagement with life. P7’s nightmares about
death and fear of sleep further demonstrate the disruptive nature of anxiety on sleep
patterns and overall well-being. Moreover, stress overwhelms emotionally and cognitively,
making it difficult for students to focus and prioritize. Stress also manifests as
emotional numbness and difficulty thinking clearly, racing thoughts and forgetfulness,
and feelings of despair and emotional distress. Some students reported:
I was constantly thinking about my tasks, but I didn’t know where to start. Sometimes,
I would just let things go, hoping I could get to them later. (P19)
At that time, I felt very down and numb. I couldn’t think clearly. (P21)
Behavioral and social impact. P1’s loss of interest in previously enjoyed activities and increased irritability
resulted in conflict and isolation. Meanwhile, P3 mentions significant weight loss
and alludes to feelings of shame or embarrassment stemming from a cheating incident.
One trigger for my depression was a cheating incident involving our entire section.
We were summoned to the principal’s office, which was my first. I lost a significant
amount of weight and became very thin. (P3)
Consequently, DAS impacts the lives of these students as it leads to isolation and
withdrawal, as individuals feel emotionally disconnected from others (P9), become
secretive and unable to express themselves, and withdraw from social interactions
(P11). Further, P10’s fear of judgment exacerbates these feelings and prevents individuals
from seeking help. P7’s anxiety also strains relationships, which results in feelings
of betrayal and increased irritability and conflicts. Moreover, P8 manifested anxiety
during emotional outbursts, such as crying over trivial matters or arguing without
cause, and even physical symptoms like unexplained crying.
Conversely, increased irritability and a preference for isolation may lead to social
withdrawal and strained relationships (P20). Negative changes in behavior and self-care
may also be due to withdrawal to their room and decreased appetite (P22). Lack of
healthy coping mechanisms and social support exacerbates feelings of isolation and
helplessness (P15). Meanwhile, familial expectations and responsibilities amplify
stress, particularly in a cultural context where gender roles may be more traditional,
as what P19 experienced as the eldest sibling responsible for household tasks.
Academic impact. P1’s decline in academic performance despite being a previously high-achieving student
manifests how DAS significantly affects academic life. P2 also reported a drop in
grades compared to previous semesters. Hospitalization due to depression also caused
P3’s decline in academic performance upon returning to school and withdrawal from
extracurricular activities, which demonstrates the extended effects of DAS beyond
academic life.
In 2018, I was diagnosed with depression, which led me to stop attending school. I
was hospitalized for two months and have no memory of that period. My academic performance
suffered when I returned to school, and I wasn’t as active as before. I stopped participating
in dancing activities because I had difficulty walking properly. (P3)
Meanwhile, disillusionment and loss of interest in school (P4), substantial drop in
grades (P6), and truancy and disinterest in studies (P11) all point to how anxiety
can lead to decreased motivation and engagement with academics. Difficulty concentrating
and understanding the material, despite needing to complete assignments, further highlights
the cognitive impairment that anxiety causes (P10).
I felt completely lost, and it affected my weight and grades, which dropped from the
90s to the 80-85 range. My teachers noticed the change and even visited our home to
inquire about my problems. (P6)
On the other hand, P14 and P20 both experienced a significant decline in grades due
to stress-induced procrastination and prioritizing work over studies, respectively.
Struggle with the online learning environment and overwhelming workload can also lead
to emotional distress and low grades in some subjects (P18). Furthermore, extreme
stress had led to withdrawal from school entirely (P17).
I experienced stress while studying at one of the best state universities in the region.
It was due to homesickness, heavy workload, and pressure about where my life would
be, leading me to stop schooling. (P17)
Nevertheless, there are also positive experiences. Despite stress-related delays,
P21 managed to maintain decent grades. Further, P15 even found that stress was a motivator,
driving them to excel academically.
Coping and adaptation
Coping mechanism and support. Depression impacts the personal lives of preservice teachers. It helped them shape
their coping mechanisms and made them rely on support systems. P1 found solace in
writing a journal and the emotional support of her mother throughout the grieving
process.
My mother was my only confidant, and while her presence was a comfort, it also prolonged
my grieving process because we were very close to my father… I’m grateful for her
unwavering support. (P1)
P2 emphasized the importance of acceptance and the encouragement of others in their
journey to overcome depression, regain their spirit, and focus on goals. P3 believed
that her recovery from depression came from converting to Christianity and the guidance
of her pastor. This experience suggests that finding one’s purpose and meaning plays
a significant role in overcoming depression.
(…) accepting my situation and finding strength in the advice and encouragement of
those around me helped me overcome my depression. I gradually regained my spirit and
set my sights on my goal again. (P2)
P6 and P7 found solace and distraction in reading Wattpad stories and watching BTS
videos, although P7 noted the potential for this coping mechanism to lead to sleep
deprivation and physical symptoms. P9 emphasized the crucial role of social support,
finding comfort and humor in the company of classmates. P11 sought solace in the physical
comfort of their pet and emotional release through crying.
I would often cry at night, hiding under my blanket and hugging my pet cat for comfort.
That was my way of releasing pent-up emotions. (P11)
P10 relied on the advice and encouragement of others as a means of overcoming their
anxiety. P18, P19, and P21 stressed the importance of getting support from family
and friends and talking about their problems. P21 said that playing volleyball helped
to distract and entertain them. This situation shows that physical activity can help
reduce stress. Additionally, P15 and P17 found solace and stress relief through activities
like watching movies and exploring new places. P18 and P19 also turned to prayer as
a source of comfort and strength.
Growth and resilience. The statements from participants highlight the growth and resilience that emerged
from experiencing DAS. P1 found solace and a renewed sense of purpose through prayer,
emotional expression, and engagement in social activities, such as being elected as
a Senator in the Supreme Student Council (SSC). This situation suggests that connecting
with others and finding meaning in one’s contributions is instrumental in recovering
from depression.
Prayer, allowing myself to cry, and returning to in-person classes have been instrumental
in my recovery. Being elected as a Senator in the SSC also helped me regain my self-worth
and purpose. (P1)
P2 discovered that overcoming depression enhanced her personal growth and empowerment,
as seen in how she was able to solve problems and how she developed inner strength.
Further, P3 noticed a change in herself from trying to please others to focusing on
her happiness after dealing with depression. P4’s ability to change how they see their
situation and find new purpose by starting a business demonstrates how positive self-talk
and setting goals can help overcome anxiety. P5’s experience of facing the fear of
judgment and finding ways to handle social anxiety shows resilience and flexibility.
I managed to overcome this difficult period by constantly reminding myself that things
would eventually improve and return to normal. Additionally, starting a small business
selling “balut” [boiled duck eggs] helped me regain a sense of purpose and vitality.
(P4)
I’ve learned to let those words go; they don’t define me, and I refuse to let them
affect my academic performance (...) I reminded myself that these people don’t impact
my life, so their opinions shouldn’t matter. (P5)
P9, P16, and P23 believed that having faith in God helped them to overcome anxiety
and find meaning in difficult times. They found strength in prayer to cope with their
challenges and felt that there was still hope. P23’s perspective of seeing their experience
as a challenge to overcome and their prayers for strength and wisdom demonstrates
a proactive and resilient approach to dealing with stress.
Discussion and implications
The quantitative and qualitative findings highlight DAS’s unique and multidimensional
impacts on Filipino pre-service teachers. This study looks at pre-service teachers
because they have a unique position as students and future educators, making them
different from other university students. Their mental health affects their academic
performance and readiness to manage classrooms, foster supportive learning environments,
and meet teaching career demands.
Anxiety emerged as the most prevalent mental health concern. Many participants reported
feeling a lot of emotional pain, including thoughts of suicide, a sense of emptiness,
and frequent nightmares. These results show that anxiety negatively impacts social
interactions and contributes to emotional distress, as participants frequently reported
isolation, withdrawal, and strained relationships. Such disruptions are particularly
significant for pre-service teachers, as their ability to connect with others is critical
in their future role as educators ().
Depression and stress also emerged as significant concerns. Many pre-service teachers
reported moderate levels of depression and stress, with notable proportions experiencing
severe or extremely severe levels. This is manifested in symptoms such as frequent
crying, declining academic performance, feelings of emotional numbness, and stress
within families due to traditional household duties. These experiences show that their
mental health is affected by academic pressures, cultural expectations, and personal
challenges (; ).
Despite these challenges, many participants displayed resilience and developed strong
coping mechanisms. They shared various ways, including prayer, writing in journals,
getting help from friends and family, and finding purpose through spirituality or
personal successes. Despite the high prevalence and severity of DAS, these narratives
suggest that, with appropriate support systems, pre-service teachers can transform
their struggles into opportunities for growth (). The presence of moderate and severe levels of DAS across the population reinforces
the urgency of structured interventions for resilience-building and mental health
support.
The findings have important points for teacher training programs and policy development:
First, there is a need to provide specific support for pre-service teachers. Their
experience with DAS was influenced by several factors, including their academic workload,
personal circumstances, family situations, and cultural expectations. Universities
should create mental health programs that address specific challenges these pre-service
teachers face (). These interventions include ensuring access to professional guidance counselors
and mental health providers, particularly in the Philippine context, where shortages
of licensed professionals are common (; ). University policy reforms should focus on improving staffing ratios and creating
accessible and affordable mental health services for pre-service teachers (). Quantitative findings suggest that group differences influenced the severity of
DAS. These findings suggest that other factors like socioeconomic status, family relationships,
and school settings may play a role in differences influencing the severity of DAS.
These findings also direct future research investigating these factors to create more
tailored support strategies.
Second, families play an important role in the mental health of pre-service teachers.
Filipino family dynamics, while often a source of support, can also contribute to
mental health struggles through unresolved conflicts or abuse (). Educating families about mental health is essential to complement university efforts.
Pre-service teachers dealing with family issues need specific support and careful
monitoring to ensure their well-being.
Third, many pre-service teachers develop resilience and new coping mechanisms when
facing mental health challenges. Despite the challenges posed by DAS, many pre-service
teachers exhibit resilience and growth when provided with appropriate support. Universities
should add resilience programs to teacher training, focusing on stress management,
mindfulness, and a growth mindset (). These initiatives improved the mental health of pre-service teachers and helped
them deal with the emotional challenges of teaching (). Workshops like time management training and peer support groups empower university
students () and could be applied to pre-service teachers.
The study also reveals significant relationships among DAS variables, particularly
between depression and stress, highlighting their interconnected nature. Future research
should explore underlying demographic, academic, and environmental factors contributing
to DAS and investigate these relationships further. Longitudinal studies are also
suggested to track the progression of DAS over time. Also, studies that assess the
effectiveness of resilience-building programs through different research designs to
gain deeper insights into how DAS uniquely affects pre-service teachers and guide
evidence-based mental health policies are suggested.
We acknowledge several limitations in the study. The study included only 230 respondents,
which might limit how we generalize the findings. The study primarily focused on the
prevalence of DAS and significant differences without considering other contributing
factors that may affect the prevalence of DAS in the Philippine context. The scope
was also limited to the impacts of DAS on the personal and academic lives of the pre-service
teachers, leaving professional development and long-term career implications unexplored.
Future studies could address these limitations by expanding the sample size, incorporating
additional variables, and exploring a broader range of impacts on pre-service teachers.
References
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