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International Journal of Mental Health Systems
Published in: International Journal of Mental Health Systems 1/2016

Open Access 01-12-2016 | Research

Brunei’s teacher education programs: insights into students’ coping and help-seeking strategies to challenges

Authors: Lawrence Mundia, Masitah Shahrill, Jainatul Halida Jaidin, Rosmawijah Jawawi, Mar Aswandi Mahadi

Published in: International Journal of Mental Health Systems | Issue 1/2016

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Abstract

Background

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.

Methods

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.

Results

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).

Conclusions

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.
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Metadata
Title
Brunei’s teacher education programs: insights into students’ coping and help-seeking strategies to challenges
Authors
Lawrence Mundia
Masitah Shahrill
Jainatul Halida Jaidin
Rosmawijah Jawawi
Mar Aswandi Mahadi
Publication date
01-12-2016
Publisher
BioMed Central
Published in
International Journal of Mental Health Systems / Issue 1/2016
Electronic ISSN: 1752-4458
DOI
https://doi.org/10.1186/s13033-016-0091-5

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