Depression, anxiety, and stress: Prevalence and narratives among Filipino pre-service teachers
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https://doi.org/10.17979/reipe.2025.12.1.11168Abstract
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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