Exploring School of Education Faculty Emotion, Attitudes, and Experiences Related to Student Mental Health
Year: 2024
Type: article
Study design: Observational Study
Abstract: Student mental health concerns among adolescents and young adults are continuing to rise (Reis et al., 2023, Ashoorian, 2018; Burns et al., 2017; Davies et al., 2016). The purpose of the present study was to explore teacher preparation faculty perceptions of student mental health concerns. The author adapted Stine Ekorne’s (2016) Perceived Competence Scale to score each participant's perceived competence, responsibility, and emotions related to addressing student mental health concerns. The 27-item Qualtrics questionnaire was distributed to faculty and academic staff in the School of Education at a midwestern public university. Participants were recruited through email. Participants included tenured and tenure-track faculty and instructional academic staff members in the School of Education at a small midwestern university. An analysis of all participants showed an overall high score of perceived competence, responsibility, and emotions related to addressing student mental health concerns. However, preliminary results revealed that faculty and academic staff that do not have high school K-12 teaching experience scored the lowest in perceived competence in addressing student mental health concerns among their students in higher education. Future studies must recruit a larger number of participants who serve as teacher preparation faculty at a multitude of higher education institutions to further examine the findings of this study.
Author: Jesse Mossholder
Institution: Minnesota State University Moorhead
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4401647274