Brunei's teacher education programs: insights into students' coping and help-seeking strategies to challenges
Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this...
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| Veröffentlicht in: | International journal of mental health systems 2016-09, Vol.10 (1), p.62-62, Article 62 |
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| creator | Mundia, Lawrence Shahrill, Masitah Jaidin, Jainatul Halida Jawawi, Rosmawijah Mahadi, Mar Aswandi |
| description | Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs.
Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22.
Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630).
Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions. |
| doi_str_mv | 10.1186/s13033-016-0091-5 |
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Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22.
Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630).
Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions.</description><identifier>ISSN: 1752-4458</identifier><identifier>EISSN: 1752-4458</identifier><identifier>DOI: 10.1186/s13033-016-0091-5</identifier><identifier>PMID: 27708699</identifier><language>eng</language><publisher>England: BioMed Central Ltd</publisher><subject>Academic achievement ; Behavior ; Cooperative learning ; Coping ; Data processing ; Group work in education ; Handbooks ; Help seeking behavior ; Internet ; Mental health ; Personality ; Psychotherapy ; Quality of education ; Student teachers ; Studies ; Success ; Teacher education ; Teachers ; Teaching ; Team learning approach in education ; Teenagers ; Training</subject><ispartof>International journal of mental health systems, 2016-09, Vol.10 (1), p.62-62, Article 62</ispartof><rights>COPYRIGHT 2016 BioMed Central Ltd.</rights><rights>Copyright BioMed Central 2016</rights><rights>Copyright © 2016. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>The Author(s) 2016</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c587t-7b6819f6ec73d11291bd635f1802be58243ed7a9be86517cbdbb70a618b0f3c23</citedby><cites>FETCH-LOGICAL-c587t-7b6819f6ec73d11291bd635f1802be58243ed7a9be86517cbdbb70a618b0f3c23</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5041558/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5041558/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27708699$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Mundia, Lawrence</creatorcontrib><creatorcontrib>Shahrill, Masitah</creatorcontrib><creatorcontrib>Jaidin, Jainatul Halida</creatorcontrib><creatorcontrib>Jawawi, Rosmawijah</creatorcontrib><creatorcontrib>Mahadi, Mar Aswandi</creatorcontrib><title>Brunei's teacher education programs: insights into students' coping and help-seeking strategies to challenges</title><title>International journal of mental health systems</title><addtitle>Int J Ment Health Syst</addtitle><description>Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs.
Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22.
Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630).
Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions.</description><subject>Academic achievement</subject><subject>Behavior</subject><subject>Cooperative learning</subject><subject>Coping</subject><subject>Data processing</subject><subject>Group work in education</subject><subject>Handbooks</subject><subject>Help seeking behavior</subject><subject>Internet</subject><subject>Mental health</subject><subject>Personality</subject><subject>Psychotherapy</subject><subject>Quality of education</subject><subject>Student teachers</subject><subject>Studies</subject><subject>Success</subject><subject>Teacher education</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Team learning approach in education</subject><subject>Teenagers</subject><subject>Training</subject><issn>1752-4458</issn><issn>1752-4458</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kl1rFTEQhhdRbK3-AG9kQbB6sTXZbLKJF0ItfhQKgh_XIZud3U3dTU4zWdF_bw6t9RwRyUXC5Jk3M5m3KB5TckKpFC-RMsJYRaioCFG04neKQ9ryumoaLu_unA-KB4iXhPC2FfR-cVC3LZFCqcNieRNXD-4YywTGThBL6Fdrkgu-3MQwRrPgq9J5dOOUMB9SKDGtPfiEx6UNG-fH0vi-nGDeVAjwbRvAFE2C0UGWDaWdzDyDHwEfFvcGMyM8utmPiq_v3n45-1BdfHx_fnZ6UVku21S1nZBUDQJsy3pKa0W7XjA-UEnqDrisGwZ9a1QHUnDa2q7vupYYQWVHBmZrdlS8vtbdrN0Cvc3VRjPrTXSLiT91ME7v33g36TF815w0lHOZBZ7fCMRwtQImvTi0MM_GQ1hRU8k4E6rmKqNP_0Ivwxp9bk_XeUpMCiH-S1GZZUSdm_pDjWYG7fwQcnV2-7Q-bUSjlFScZurkH1RePSzOBg-Dy_G9hBd7CZlJ8CONZkXU558_7bPPdtgJzJwmDPO6dQTug_QatDEgRhhuv5cSvbWnvranzvbUW3tqnnOe7M7lNuO3H9kvL_veZQ</recordid><startdate>20160929</startdate><enddate>20160929</enddate><creator>Mundia, Lawrence</creator><creator>Shahrill, Masitah</creator><creator>Jaidin, Jainatul Halida</creator><creator>Jawawi, Rosmawijah</creator><creator>Mahadi, Mar Aswandi</creator><general>BioMed Central Ltd</general><general>BioMed Central</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><scope>3V.</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AN0</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0S</scope><scope>M2M</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20160929</creationdate><title>Brunei's teacher education programs: insights into students' coping and help-seeking strategies to challenges</title><author>Mundia, Lawrence ; 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The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs.
Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22.
Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630).
Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions.</abstract><cop>England</cop><pub>BioMed Central Ltd</pub><pmid>27708699</pmid><doi>10.1186/s13033-016-0091-5</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Academic achievement Behavior Cooperative learning Coping Data processing Group work in education Handbooks Help seeking behavior Internet Mental health Personality Psychotherapy Quality of education Student teachers Studies Success Teacher education Teachers Teaching Team learning approach in education Teenagers Training |
| title | Brunei's teacher education programs: insights into students' coping and help-seeking strategies to challenges |
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