Psychological Adaptation and Mental Health in Pre-service Teachers: Addressing Anxiety and Emotional Disorders through Differentiated Instruction
Mingkun ZhaoAbstract
Objective
This study examines how pre-service teachers' personality traits affect their psychological adaptation to primary education curricula, with specific focus on identifying anxiety symptoms, emotional disorders, and stress responses in standardized training environments. The research aims to develop targeted strategies that support both professional development and psychological well-being.
Subjects and Methods
A mixed-methods approach was employed with 280 pre-service teachers from teacher training universities. Participants completed the Big Five Inventory, Teacher Adaptation Scale, Generalized Anxiety Disorder Scale (GAD-7), and Perceived Stress Scale (PSS). Quantitative data were analyzed using correlation and regression analyses, while focus groups provided qualitative insights into emotional challenges and adaptation difficulties.
Results
Analysis revealed significant mental health challenges related to personality differences. Individuals with high Neuroticism showed poorer adaptation (p < 0.01) and 40% higher anxiety levels. Those with high Introversion reported 35% more stress in teaching practicums. However, Conscientiousness predicted better stress management (β = 0.68, p < 0.01). Qualitative data highlighted that 30% of participants experienced teaching-related anxiety requiring psychological support.
Conclusions
Personality traits significantly influence psychological adaptation and mental health outcomes in teacher training. Implementing differentiated support strategies—including stress management for high-Neuroticism individuals and social support for introverted teachers—can create more mentally healthy training environments. These approaches promote both professional development and psychological well-being in the teaching workforce.
Acknowledgements
This work was supported by the 2023 Doctoral Innovation Research Fund of Jining Normal University “Practice and Reflection on the Construction of Undergraduate Curriculum System for Pimary Education: A Case Study of Jining Normal University" (Project No.jsbsjj2333).
Corresponding Author
Mingkun Zhao, School of Educational Sciences, Jining Normal University, Ulanqab, Inner Mongolia Autonomous Region, 012000, China.