[1] Faculty of Education, University “Aleksandër Moisiu” – Durrës, Albania, E-mail: kashahuledia@yahoo. com, https://orcid.org/0000-0002-9807-7609
[2] Faculty of Education, University “Aleksandër Moisiu” – Durrës, Albania, E-mail: dilina_b@hotmail.com, https://orcid.org/0000-0002-8229-4879
[3] Faculty of Education, University “Aleksandër Moisiu” – Durrës, Albania, E-mail: nelasotiri@yahoo.com, https://orcid.org/0000-0002-1036-7696
Abstract
The mastery of teacher competencies is intrinsically linked to the quality of educational service (OECD, 2013). Consequently, the initial preparation of teachers and discourse on the competencies they should possess have long been focal points for educational researchers, predating even the Covid-19 pandemic (Caena, 2014). This discourse has intensified notably in recent times (UNESCO and UNICEF, 2021). A mixed methods approach is used in this study. First, a quantitative survey was used to create a descriptive and correlational analysis. Later, semi-structured interviews were utilized as a qualitative method to conduct some in-depth explorations. The quantitative part of study aims to explore the level of preparedness of students in Preschool and Elementary Education programs regarding mental health, the primary methods through which students acquire knowledge, and the relationship between this knowledge and their well-being throughout their teacher education journeys. The study sample comprised students from the Faculty of Education at the University “Aleksandër Moisiu”, Durrës, Albania (N=123), 19 of whom were interviewed to identify through qualitative methods the promoting factors and inhibiting factors of well-being and mental health during the study years. Based on the literature, a semi-structured interview instrument was prepared. For the quantitative data collection, two scales were developed for this study: one to gauge students’ perceived level of mental health knowledge and another to identify the sources of this knowledge acquisition. Student well-being was assessed using the self-assessment questionnaire CSSWQ (Renshaw, 2020). Data analysis was conducted using SPSS 22 software, while the qualitative data set was processed manually.
According to the students’ self-reports, they demonstrated an above-average level of knowledge on mental health, deriving this knowledge from both the university’s curriculum and external sources. The study revealed weak positive correlations between mental health knowledge and academic efficacy (r = .024, n = 123, p < .008), but moderate positive correlations with academic satisfaction (r = .31, n = 123, p < .001), school connectedness (r = .31, n = 123, p < .001), college gratitude (r = .36, n = 123, p < .001), and student well- being (r = .34, n = 123, p < .001). Furthermore, this paper engages in discourse analysis to establish concrete recommendations for enhancing the relevant study programs.
Keywords: teacher preparation, initial education, mental health, student’s well-being.
References
Allan C. Orstein, and Francis P. Hunkins (2003). Kurrikula bazat, parimet dhe problemet. Botim i ISP, Tiranë
Arens, A. K., and Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and stu- dents’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813. https://doi. org/10.1037/edu0000105
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twen- ties. American psychologist, 55(5), 469.
Atkins, M. A., and Rodger, S. (2016). Pre-service teacher education for mental health and inclusion in schools. Exceptionality Education International, 26(2).
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological re- view, 84(2), 191.
Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., and Barkham, M. (2010). Changes in undergraduate students’ psychological well being as they progress through university. Studies in higher educa- tion, 35(6), 633-645.
Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom?. Research on Steiner Education, Volume 3 (1), 8-21
Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., and Williams, H. T. (2019). Student engagement and wellbeing over time at a higher education institution. PloS one, 14(11), e0225770.
Brauer, J. (2010). Teacher creativity and teacher professional competency. Teacher/Mentor, 1, 22.
Caena, F. (2014). Teacher Competence Frameworks in Europe: policy as discourse and policy as prac- tice. European Journal of Education, 49(3), 311-331.
Carver-Thomas, D., and Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36).
Cassidy, S. (2012). Exploring individual differences as determining factors in student academic achieve- ment in higher education. Studies in Higher Education, 37(7), 793-810.
Cekani, E. (2016). Problematika të profesionit të mësuesit në Shqipëri. Disertacion http:// www.doktoratura. unitir.edu.al/wp-content/ uploads/2017/01/Doktorat-Ermioni- CEKANI-per-print-Ok.pdf
Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed. Handbook of mixed methods in social & behavioral research, 209.
Cuijpers, P., Auerbach, R. P., Benjet, C., Bruffaerts, R., Ebert, D., Karyotaki, E., and Kessler, R. C. (2019). The world health organization world mental health international college student initiative: an overview. International Journal of Methods in Psychiatric Research, 28(2), e1761.
Daulay, N., Assingkily, M. S., and Munthe, A. K. (2022). The relationship between gratitude and well-being: The moderating effect of religiosity on university freshmen during the COVID-19 pandemic. Psi- kohumaniora: Jurnal Penelitian Psikologi, 7(1), 51-64.
Davies, J.A. (1971). Elementary Survey Analysis. New Jersey: Prentice Hall
Donahue-Keegan, D., Villegas-Reimers, E., and Cressey, J. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education preparation programs. Teacher Education Quarterly, 46(4), 150-168.
Gopalan, M., and Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educa- tional Researcher, 49(2), 134-137.
Graham, A., Phelps, R., Maddison, C., and Fitzgerald, R. (2011). Supporting children’s mental health in schools: Teacher views. Teachers and Teaching, 17(4), 479-496.
Grøtan, K., Sund, E. R., and Bjerkeset, O. (2019). Mental health, academic self-efficacy and study
Gustems-Carnicer, J., Calderón, C., and Calderón-Garrido, D. (2019). Stress, coping strategies and academ- ic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375-390.
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., … and Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?. Journal of affective disorders, 242, 180-187
Honicke, T., and Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.
IED (2017). Professional standards of the general formation of preschool teachers, Tirana
IED (2016). Professional standards of general formation and subject formation of primary education teach- ers, Tirana
Ives, J., and Castillo-Montoya, M. (2020). First-generation college students as academic learners: A system- atic review. Review of Educational Research, 90(2), 139-178.
Jerrim, J., Sims, S., Taylor, H., and Allen, R. (2021). Has the mental health and wellbeing of teachers in Eng- land changed over time? New evidence from three datasets. Oxford Review of Education, 47(6), 805-825
Karaj, S., and Rapti, E. (2013). Teacher job stress in Albania: Examining the role of students’ classroom disruptive behavior and other factors in the school context. Problems of Education in the 21st Century, 54, 14.
Kashahu, L., and Tartari, E. (2021). Factors of stress and job satisfaction of teachers during online teaching under covid-19 quarantine conditions and their digital competence. Studime Sociale, 15(2), 5-18.
Kashahu, L., and Orzeł-Dereń, K. (2022). The concept of child well-being: Parenting and school. Interdis- ciplinary Journal of Research and Development, 9(6).
Kashahu, L., Petani, R., & Ntalla, M. (2021). Relationship between teacher’s burnout, occupational stress, coping, gender and age. Journal of educational and social research, 11(4), 275.
Kashahu, Xhelilaj, L., Zenelaga-Shehu, B. and Sotirofski., K (2020). Contemporary problems in teacher’s work in Albania In Monograph Miko-Giedyk, J., Carroll, J., Kashahu, Xhelilaj, L., Zenelaga-She- hu, B. and Sotirofski., K. (2020) Problems in Teachers Work – in Poland, the United Kingdom and Albania, Impuls: Kraków, Poland
Koller, J. R., and Bertel, J. M. (2006). Responding to today’s mental health needs of children, familes and schools: revisiting the preservice training and preparation of school-based personnel. Education and treatment of children, 197-217.
Koller, J. R., Osterlind, S. J., Paris, K., and Weston, K. J. (2004). Differences between novice and expert teachers’ undergraduate preparation and ratings of importance in the area of children’s mental health. International Journal of Mental Health Promotion, 6(2), 40-45.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27 – 35.
MacIntyre, P., Ross, J., Talbot, K., Mercer, S., Gregersen, T., and Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26-38.
Mazzer, K. R., and Rickwood, D. J. (2015). Teachers’ role breadth and perceived efficacy in supporting student mental health. Advances in school mental health promotion, 8(1), 29-41.
MoESY, (2021). National Education Strategy 2021-2026, Tirana
Morris, E. F. (2002). A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachers. Unpublished doctoral dissertation in Koller, J. R., and Bertel, J. M. (2006). Responding to today’s mental health needs of children, familes and schools: revisiting the preservice training and preparation of school-based personnel. Education and treatment of children, 197-217.
Odrowaz-Coates A. (2018). Soft power of language in social inclusion and exclusion and the unintended research outcomes. Language, Discourse and Society, 6, 15–30.
Odrowaz-Coates A. (2019). Socio-educational Factors and the Soft Power of Language: The Deluge ofEnglish in Poland and Portugal. Rowman & Littlefield.
Odrowaz-Coates A. (2017). An ethnographic study about women – The female researcher’s perspective. In Markowska-Manista & J. Pilarska (Eds.), An introspective approach to women’s intercultural fieldwork (pp. 9–48).
OECD (2013). PISA 2012 Results.VolumeIV,WhatMakesSchoolsSuccessfources,Policies and Practices, Paris, OECDPublishing.
OECD. 2020. TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD. https://www.oecd.org/education/talis-2018-results-volume-ii-19cf08df-en.htm
Podolsky, A., Kini, T., Bishop, J., and Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute.
Pop, C. F. (2023). Promoting the well-being in the educational environment through the use of non-formal activities. In This book is the outcome of the ESA RN 10 Mid-term Conference: Sociology of Education: Wellbeing and Resilience in the Times of Crisis that took place in Warsaw within the framework of EU-funded EDUCATORE project. (p. 81).
Prendi, V., and Karçini, S. (2018, June). Albanian education system problems. In Book of Proceed- ings (p. 312).
Rajić, V., Višnjić-Jevtić, A., Odrowaz-Coates, A., Bradt, L., & Simut, C. (2024). Navigating Crises: Exam- ining the Impact on Students in Four European Countries. Journal of Education for Life, 38(1), 24–36. https://doi.org/10.33308/26674874.2024381661
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., and Väisänen, P. (2020). Why leave the teaching pro- fession? A longitudinal approach to the prevalence and persistence of teacher turnover inten- tions. Social Psychology of Education, 23, 837-859.
Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., and Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School psychology quarter- ly, 26(1), 1.
Renshaw, T. L. (2020). College student subjective wellbeing questionnaire (CSSWQ): Measure and user guide. Open Science Framework. https://osf.io/jydf4/
Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., and Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology Interna- tional, 38(1), 78-97.
Rubach, C., Von Keyserlingk, L., Simpkins, S. D., and Eccles, J. S. (2022, February). Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment. In Frontiers in Education (Vol. 7, p. 2). Frontiers
Ryan, R. M., and Deci, E. L. (2001). On happiness and human potentials: A review of research on hedon- ic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166 in Kashahu, L., and Orzeł-Dereń, K. (2022). The concept of child well-being: Parenting and school. Interdisciplinary Journal of Research and Development, 9(6).
Tolcher, K., Cauble, M., and Downs, A. (2022). Evaluating the effects of gratitude interventions on college student well-being. Journal of American College Health, 1-5.
Tran, N. T., Franzen, J., Jermann, F., Rudaz, S., Bondolfi, G., and Ghisletta, P. (2022). Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience. Plos one, 17(4), e0266612.
Turner, S. M., Eisele, W. L., Benz, R. J., and Holdener, D. J. (1998). Travel time data collection hand- book (No. FHWA-PL-98-035). United States. Federal Highway Administration.
UNESCO and UNICEF. (2021). Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia. Regional Synthesis Report https://unesdoc.unesco.org/ark:/48223/ pf0000379539
World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice: Sum- mary report. World Health Organization.