A SURVEY ON CLASSROOM MANAGEMENT AND TEACHING PRACTICES OF PRE- SERVICE TEACHERS' STRESS

Abstract

This study investigates the impact of stress on the classroom management and teaching practices of pre-service teachers during their practicum. Teaching is an inherently emotional profession, and the ability of teachers to manage stress is crucial for effective classroom engagement and instructional quality. The research aimed to (i) examine pre-service teachers’ perceptions of their classroom management abilities, (ii) explore how stress affects their interactions with students, and (iii) identify coping strategies that enhance teaching effectiveness and overall performance. A quantitative survey design was employed using a structured questionnaire distributed to pre-service teachers from Institut Pendidikan Guru Malaysia, Kampus Tuanku Bainun. A quantitative research design was employed using a structured questionnaire distributed to 111 respondents. The instrument, adapted from the Teacher Sense of Efficacy Scale and the Maslach Burnout Inventory, measured aspects of classroom management, stress, and coping strategies. Data were analysed using descriptive statistics through SPSS to determine the relationships among variables. Findings revealed that pre-service teachers perceived themselves as competent in classroom management, particularly in fostering creativity and maintaining routines, though challenges remained in dealing with problematic students. Stress was found to reduce empathy and emotional availability while not significantly impairing communication or participation. Respondents actively adopted personal coping strategies such as reflection, self-care, and peer support but perceived limited institutional assistance for mental health. In conclusion, stress significantly influences pre-service teachers’ emotional engagement and teaching performance. Strengthening both individual coping mechanisms and institutional support systems is essential to enhance pre-service teachers’ resilience, classroom effectiveness, and professional well-being.