ITE Students Work Study Life Balance and Wellbeing

(2018), the mental issues result in stress which is characterized by depression, feelings of anxiety and unreasonable anger that is experienced by the affected teachers. Therefore, there is the need to equip teachers with the relevant knowledge inform of pieces of training and take them through therapies that would enable them to cope with the hard work environment (Prilleltensky et al. Many studies have been done on this issue, but there has never been a single one recommending the measures that could be taken to curb stress among in-teacher education (ITE) students. This literature review aims to examine the steps that could be made to safeguard the in-teacher education students from being adversely affected by lethal levels in their psychological well-being when working in challenging environments.

It also reviews the recent studies that have been done in investigating the effectiveness of training and therapies on the stress levels of ITEs. Since multiple sources of stress emerge in this case, this paper concentrates more on the work-study balance and financial pressure related stress. This study investigated the causes of stress on the in-teacher education student. The data was obtained through interviews. The respondents that were interviewed indicated that financial pressure was a problem because it becomes difficult to maintain a balance between work and study when one is drained economically. Allocating fewer quantities of work to ITE, therefore, seemed to be one of how this could be solved. The study recommended that the issue of study pressure should be sorted out by balancing between study and work time.

This is a measure that could bring sanity to ITEs in the education system. More stress piles on the ITEs who have a desire to empower better their grades through taking more time to study rather than work. This sort of stress leads to the affected ITEs taking sick offs so that they could be away from the classroom (Skinner, & Beers, 2016). This situation could be arrested by having a well-outlined guide that could be used to deal with the balancing of time as well as the financial issue. The outcome of this research by Skinner & Beers (2016) was a considerable reduction in mental stress. There was also the notable increment in self-compassion, and their organization in class changed positively. When another group of 20 ITEs that did not receive the training was compared to the one that received mindful practice, there were significant differences.

Over the period of the year, signs of increased stress were evident on members of the group that was not trained. The results were consistent in the pattern because the trained members showed the levels of improvement that were similar. The results were consistent for three of the ITEs while two had different outcomes. The three agreed to adopt a different approach to their work-study time pressure and their perception of the issue changed. This means that they no longer held the same perception about the issue at hand. However, between the other two, one had their social support remain unchanged while the other had their social support withdrawn for purposes of comparing the outcome with that of the other groups.