Psychosocial stressors and help-seeking behavior among undergraduate student teachers in Tanzania

Abstract

This study explored undergraduate student teachers experiences on psychosocial stressors, how they resolve the stressors, and the level of utilization of college help or support resources. A self-report questionnaire was administered to a total of 187 first year, second year and third year student teachers (M=25 & SD=3.38) from Dar es Salaam University College of Education, Tanzania. Regardless of gender, student teachers reported to have had high level of stressful experiences to the extent of needing assistance. And the longer the students stay in the college the more stressful experiences they are likely to encounter. Although students would most often prefer face to face followed by making a telephone call in seeking for help, there is a low utilization of formal college help services such as counseling compared to the informal sources of help like fellow students. And a lack of awareness, ethical concerns, and cultural factors emerged as the major barriers to help-seeking from the formal college sources of help. The results of this study provide insight for developing a comprehensive and holistic intervention programs that could buffer students from stress and its' associated maladies.