POST-PANDEMIC LEVEL OF DEPRESSION, ANXIETY, STRESS, AND COPING

MECHANISMS AMONG PRE-SERVICE TEACHERS

Nurhalid C. Abdul
Mindanao State University – Marawi Campus
abdul.nc74@s.msumain.edu.ph

Jon Charlie P. Timbal

Mindanao State University – Marawi Campus
timbal.jp76@s.msumain.edu.ph

ABSTRACT
As a result of the COVID-19 pandemic, students have encountered situations that have posed
challenges to their mental well-being. The purpose of this study was to examine the level of depression,
anxiety, stress, and coping mechanisms among pre-service teachers before and after their teaching
internship. To collect data, the study employed a mixed-method design, utilizing both quantitative and
qualitative approaches. The researchers employed purposive sampling to select thirty (30) pre-service
teachers from the degree programs of: BSEd English, BSEd Filipino, and BSEd Social Studies. To assess
the respondents' levels of depression, anxiety, and stress, the researchers employed a questionnaire called
DASS-21, a condensed version of DASS-42. In addition, interviews were conducted to gather information
about the coping mechanisms employed by the respondents. Statistical analysis involved frequency and
percentage distribution, pearson correlation, linear regression, paired sample t-test, and content analysis.
The findings of the study revealed that the pre-service teachers had varying monthly allowances, and the
majority of the respondents were English majors, followed by Filipino and Social Studies majors. Prior to
the internship, the data indicated that the majority of the respondents experienced a normal level of stress,
anxiety, and depression. However, after the internship, although majority was still at normal level, but there
were few significant increases which means that the mental health of few pre-service teachers was
extremely challenged during the teaching internship. The study further revealed that the respondents
employed various coping mechanisms, such as seeking social support and utilizing relaxation techniques.

Keywords: COVID-19, Pandemic, Depression, Anxiety, Stress.

Introduction
The COVID-19 pandemic has caused unprecedented disruption to the education sector worldwide,
including in the Philippines. While much attention has been paid to the impact of the pandemic on students'
mental health, little research has been done on the effects on pre-service teachers, who are in a unique
position as both learners and future educators. Education sectors in the country faced extraordinary
challenge. Upon the implementation of online classes, students had to adjust from the sudden shift of
learning modality. Thus, gradual takeover of mental health caused by the circumstance prompt stress and
anxiety among learners.
According to the National Institute of Mental Health and Neurosciences, the unexpected lockdown
and movement limitations during the early stages of the pandemic were also observed to have caused stress,
boredom, irritability, adjustment problem, frustration, despair, anxiety, and violent conduct (NIMHANS,
2020). The sudden and big change from the usual everyday life made mental problems worse. Research has
found that when there's a major outbreak or pandemic in society, it usually has a bad effect on both society
and people's lives (Dodgen et al., 2002).
Students surely experience stress, depression, and anxiety, and these conditions may affect how
they manage the demands of academic life. Numerous difficulties are present in their regular tasks, creating
uncertainty (Dodgen et al., 2002). Results from numerous research conducted up to this point clearly
demonstrate a rise in mental health issues among students. As some of them point out, it is also urgently
necessary to determine how the present pandemic has affected students' mental health and wellbeing, which
justifies doing similar research in several nations, including the Philippines.
A variety of psychological effects of the COVID-19 pandemic on students' mental wellbeing were
recently identified by Browning et al. (2021). The pandemic had a detrimental influence on every student
in the sample, with 59% indicating a significant psychological impact. Other research on the pandemic's
effects on student mental health also reveals higher levels of stress, anxiety, and depression symptoms, as
well as concerns for one's own and one's family's health, less social interactions, and increased pressure to
perform well academically. Students attempt to manage their stress, look for outside help, and favor either
negative or positive coping mechanisms.
Hence, the purpose of this study is to examine the levels of depression, anxiety, stress, and coping
mechanisms among pre-service teachers from the Department of Secondary Teaching in the College of
Education after the pandemic. Additionally, the study aims to determine if there is a significant change in
the pre and post data, indicating whether there has been progress in the levels of depression, anxiety, and
stress among intern students before and after their teaching internship, or if their mental state has worsened
instead.

1. Review of Related Literature and Studies

1.1 Stress-Induced Mental Health Problems During COVID-19
The COVID-19 pandemic has had a negative impact on our social interactions, leading to
psychological discomfort (Usher et al., 2020). Brodeur et al. (2004) found that the pandemic has adversely
affected mental health, evidenced by increased web searches related to divorce, loneliness, anxiety, and
depression. Furthermore, research has shown that pandemic and post-pandemic situations can result in
psychological problems such as stress, anxiety, and stigma, as well as long-term consequences like post-
traumatic stress symptoms, migraines, and headaches. Post-traumatic stress disorder is a significant concern
during the COVID-19 pandemic, with females being more susceptible to psychological issues (Alshehri et
al., 2020; Bridgland et al., 2021).

1.2 Attributes of stress

Stress is also brought on by the trade-off between defense and harm. According to Selye (1946),
stress is separated into three psychological stages known as "general adaptation syndrome (GAS)". The
three phases consist of the alarm reaction, the resistance phase, and the weariness phase. In the alarm
response, when individuals experience stress, their bodies exhibit initial symptoms such as a rapid heartbeat,
tense muscles, and the production of cortisol by the adrenal glands. These symptoms trigger the activation
of the “Fight or Flight” response. During the resistance stage, the body initiates its self-healing process,
resulting in a decrease in cortisol production and the restoration of normal heart rate. This stage also allows
individuals to become more acquainted with the safe external environment. In the stage of fatigue, if the
stressful events persist and the resistance stage proves ineffective, various factors contribute to physical,
emotional, and mental exhaustion. Some consequences may include fatigue, burnout, sadness, and anxiety.
1.3 Transactional Theory of stress
The transactional theory of psychological stress, according to Lazarus and Folkman (1984), focuses
on the evaluation and coping of the circumstance to ascertain whether or not the stress is created. A person
first evaluates the danger associated with a stressful circumstance (primary appraisal) and then develops
coping mechanisms (secondary evaluation) to deal with or avoid it. An organization may better understand
stress and how it relates to work by using the transactional method. A worker assesses potentially dangerous
circumstances for their health. To control internal and external pressures, the person employs the adaptation
phenomenon, which comprises both psychological and behavioral reactions. The alteration in job-related
aspects at a specific stage in an organization is what causes the psychological and/or physiological
functioning to deviate from normal functioning (Katz & Khan, 1978; Cooper & Marshall, 1976; Ivancevich
& Matteson, 1980; Schuler, 1974). These variations from typical psychological and/or physiological
circumstances brought on by an urgent need or demand are what lead to stress.

1.4 Level of anxiety

An examination of the association between students' levels of anxiety and their general weighted
averages (GWAs) was presented in a recent study on Rizal Technological University students in the
Philippines. State anxiety and trait anxiety were two types of anxiety. State anxiety was previously defined
as a person's perception of dangerous events, whereas trait anxiety was a person's interpretation and
response to such situations. The study's findings revealed a connection between students' anxiety levels and
academic success that was incongruous. They asserted that pupils with greater GWA showed less signs of
anxiety condition, including its symptoms and kinds (Basco & Olea, 2013). Anxiety was found to not only
affect pupils with learning impairments in a related study. It stated that all children at all levels may suffer
anxiety and came to the conclusion that instructors and parents must become involved in aiding pupils with
their academics in order to alleviate worry (Dobson, 2012).
Another study discovered a connection between high school students' academic success and their
levels of stress, anxiety, and depression. 120 randomly chosen children from various schools in a rural
Indian state—60 boys and 60 girls—made up the research subjects. According to the study's findings,
among the three variables, sorrow and anxiety have a particularly strong negative correlation with academic
achievement. On the other hand, stress was discovered to have a solidly positive link with academic
achievement. determining that pupils' academic success is impacted by their mental health (Sharma &
Pandey, 2017).

1.5 Depression and Anxiety

Recent research indicates that anxiety and depression are the most widespread mental diseases.
These two disorders also tend to co-occur, or occur at the same time in one person, making them the most
common forms of mental disorders. Many people who experience anxiety also experience depression, and
vice versa (Beiter et al., 2014). Depressive disorders and anxiety disorders are the two primary diagnostic
groups that comprise the most prevalent mental diseases. The emotions or sentiments of persons who have
these conditions are negatively impacted by their extraordinary prevalence across the globe. These
symptoms can range from moderate to severe in intensity and can linger for months to years (Holliday et
al., 2015). In contrast to common emotions like melancholy, worry, tension, or fear that everyone
occasionally feels in daily life, these are medical illnesses that may be diagnosed. More over 300 million
individuals are thought to experience depression globally, and more than 250 million people are thought to
experience anxiety disorder (WHO, 2017).
1.6 Coping Mechanism
The "Ways of Coping" measure, developed by Folkman and Lazarus (1985), was designed to study
how individuals cope with stress. Carver et al. (1989) further explained that this measure encompasses two
primary styles of coping: problem-focused coping and emotion-focused coping. Problem-focused coping
involves actively seeking solutions to problems or trying to change the source of stress. On the other hand,
emotion-focused coping focuses on reducing or managing the emotional distress associated with the
situation. According to Folkman and Lazarus (1980), as cited by Carver et al. (1989), both types of coping
are usually present when dealing with stressors, but problem-focused coping tends to be more prevalent
when individuals believe that taking constructive action is possible. Emotion-focused coping, on the other
hand, tends to be more dominant when individuals feel that they must endure the stressor.

1.7 Teaching Internship (CHED Memo. Order No. 30, series of 2004)
Commission on Higher Education (CHED) being the higher sector of Education in the Philippines
outlined policies, standard, and guidelines for teaching in which all tertiary public and private institutions
including all universities are mandated to follow.
The CHED Memorandum Order No. 11, series of 2016, outlines the Policies, Standards, and
Guidelines for Teacher Education Internship Program, and it defines the roles and responsibilities of the
various stakeholders involved in the program. The order highlights the responsibilities of teachers, student-
teachers, supervising teachers, and cooperating teachers. The teachers are responsible for guiding and
supervising the student-teachers, monitoring their performance, and providing feedback to help them
improve their teaching skills. The student-teachers are responsible for preparing lesson plans, delivering
lessons, managing the classroom, and conducting themselves professionally. The supervising teacher and
cooperating teacher are responsible for providing guidance and support to the student-teachers, observing
and evaluating their performance, and coordinating with each other to evaluate the student-teachers.
Overall, the memorandum order ensures that the teacher education internship program is implemented
effectively and efficiently, providing the student-teachers with practical experience and preparing them for
their future careers as teachers.

Research Questions:
Specifically, this study sought to answer the following research questions:
1. What is the socio-demographic profile of the respondents in terms of:
1.1. Monthly allowance and
1.2. Field of specialization?
2. What is the level of the emotional state of the preservice teachers before and after the teaching
internship in terms of:
2.1. Depression,
2.2. Anxiety, and
2.3. Stress?
3. Is there a significant difference in the pre and post survey results of the respondents' emotional
state in terms of:
3.1. Depression,
3.2. Anxiety, and
3.3. Stress?
4. What are the coping mechanisms of the pre-service teachers toward their emotional state during
the internship?
2. Theoretical Framework
To maximize the best outcome of this paper, the following major theories in relation to the level of
depression, anxiety, stress, and coping mechanisms were utilize.

2.1 The Transactional Model of Stress

According to the transactional model of stress created by Lazarus and Folkman in 1984, stress is a
cumulative emotion. An individual’s thoughts, feelings, emotions, and behaviors, along with how he/she
assesses his/her internal and external demands, all contribute to how much stress an individual feels. Stress
develops when the demands of the internal and external environments outweigh people's available
resources. When situational demands outweigh available resources, stress is produced in a variety of ways,
including acute, episodic, intermittent, and chronic stress, which further leads to physical and mental
problems.
Hence this theory, which was applied in this study, provided a valuable framework for
understanding the emotional well-being of preservice teachers. Developed by Lazarus and Folkman in
1984, the model views stress as a cumulative emotion influenced by individuals' thoughts, feelings,
emotions, behaviors, and their assessment of internal and external demands.

2.2 Strongman Anxiety Theories

Furthermore, according to Strongman's beliefs on anxiety (quoted by Garcia et al., 2017), phobias
and anxiety are pain inducers with unknown causes. Anxiety theories contend that there is no clear-cut point
at which or when it will end. Theories of anxiety may be divided into five categories: psychoanalytic,
learning or behavioral, physiological, phenomenological, and uncertainty. This demonstrates how similar
all of the categories are. However, understanding worry without the effects of others is impossible, and its
main issue is that it typically results from uncertainty. Additionally, anxiety was divided into two categories:
regular anxiety and neurotic anxiety. Daily anxiety was seen as regular worry about actual occurrences,
whereas neurotic anxiety was thought to have more phobic and panic attack-related roots (Strongman,
1995).
The Strongman Anxiety Theories, applied in this study, provided valuable insights into the nature
and causes of anxiety experienced by individuals. According to Strongman, anxiety is a pervasive and
enduring experience without a clear endpoint. By applying the Strongman Anxiety Theories, the study
gained a comprehensive understanding of anxiety and its multifaceted nature. It recognized that anxiety is
influenced by a combination of internal factors, such as unconscious conflicts, learning processes,
physiological responses, and subjective interpretations, as well as external factors, such as environmental
triggers and uncertainty.

2.3 Lazarus and Folkman’s Theory of Coping

Lazarus and Folkman proposed a stress coping theory (Folkman & Lazarus, 1985; 1991; Lazarus
& Folkman, 1984) that emphasized the interactive nature of coping, cognition, and emotion. The theory
introduced two types of coping strategies (Lazarus & Folkman, 1987): problem-focused coping and
emotion-focused coping. Problem-focused coping involves actively addressing and resolving the
underlying problem, which may include gathering resources, seeking social support, or taking action to
modify or overcome the challenging situation. On the other hand, emotion-focused coping focuses on
managing and regulating the emotional responses triggered by stressors. This approach encompasses
techniques such as meditation, yoga, venting frustration, focusing on positive aspects, and other methods
aimed at controlling emotions. According to Folkman (2013), coping involves utilizing cognitive and
behavioral strategies to manage both internal and external stressors.
Lazarus and Folkman's Theory of Coping, which has been applied in this study, offers valuable
insights into how individuals manage and cope with stressors. The theory emphasizes the transactional
nature of coping, indicating that coping strategies interact with cognitive appraisal and emotional
experiences. By employing Lazarus and Folkman's Theory of Coping, this study examined how individuals
respond to and manage stress in their lives. The theory provided a framework to understand the coping
processes and strategies employed by participants, shedding light on their cognitive appraisals, emotional
experiences, and adaptive behaviors.

Significance of the Study

This study on the level of depression, anxiety, stress, and coping mechanisms will be beneficial to
the school administrators to have knowledge on the importance of understanding the state of emotional and
mental health of the students. This study may provide educators sets of knowledge about the mental dealings
of their learners, especially in understanding the implication of their emotions towards their academic
performance. This inquiry may serve as an important source of information to the pre-service teachers in
understanding the importance of their mental well-being as they are designed to be future educators who
holds a very important role in shaping the future of their learners. Furthermore, this study can serve as a
valuable reference and primary source for students or researchers who intend to conduct similar research
of significant scale.

3. Methodology
3.1 Research Design
This study utilized a mixed-method design which is a combination of qualitative and quantitative
approaches to collect data. A mixed method design provides a detailed and comprehensive data to attain the
objectives of the research and answer the research questions (Creswell, 2015; as cited by Archibald et al.,
2017). The researchers made use of mixed method to get a wider and deeper information — quantitative
data to plot the respondent’s level of depression, anxiety, and stress and qualitative data to support their
primary responses and supplement rationalization on their coping mechanisms and the role of internship
with their level of depression, anxiety, and stress.

3.2 Research Setting

The study was carried out at Mindanao State University – Marawi, particularly in the College of
Education for the reason that there hasn’t been any study conducted yet in the area about the matter.
Mindanao State University – Marawi is the main campus and one of the eight autonomous campuses of
MSU system. It is located at the Islamic City of Marawi, Lanao del Sur known to be a home of diverse
students who come from different areas around the Philippines with different ethnicity, culture, and belief.
Moreover, the College of Education offers degree programs on elementary and secondary education,
namely: Bachelor of Secondary Education (BSED) English, Bachelor of Secondary Education (BSED)
Mathematics, Bachelor of Secondary Education (BSED) Sciences, Bachelor of Secondary Education
(BSED) Social Studies, Bachelor of Elementary Education (BEED) major in Early Childhood Education &
Development, Bachelor of Elementary Education (BEED) major in General Education, BTVTED Home
Economics, BTLED Bachelor of Technology and Livelihood Education major in Home Economics.
 3.3 Respondents of the Study
The study used purposive sampling technique in determining the respondents. A total of 30
respondents have been chosen and have participated in the study which are the pre-service teachers from
three (3) degree programs of the College of Education: BSEd English, BSEd Filipino, and BSEd Social
Studies. Pre-service teachers were selected as the respondents for this study because they were actively
engaged in their practicum at the time of the research. Additionally, their focus on secondary teaching aligns
with the primary objective of the study, which is to examine the mental health status of pre-service
secondary teachers in this specific context. Hence, they are the most appropriate participants to take part in
the study.

3.4 Instruments of the Study

Since this study employed a mixed method design, the instrument used in gathering the data was
in-depth survey questionnaire for the quantitative part and an interview for the qualitative part. Thus, the
in-depth survey questionnaire called DASS-21 a shorter version of DASS-42 (Depression, Anxiety, and
Stress Scale) has been adapted from the study of Lovibond and Lovibond (1995). However, the researchers
made few considerations to suit the current research problem that they want to address. Each of the three
DASS-21 scales contains 7 items. Furthermore, the interview was utilized to gather information about the
coping mechanisms of the respondents.

Results and Discussion

4.1 Preservice Teachers’ Socio-Demographic Profile

Table 4.1.1
Respondents’ Monthly Allowance
Monthly Allowance Frequency Percentage (%)
1,000 pesos 4 13.3
1,500 pesos 3 10.0
2,000 pesos 7 23.3
2,500 pesos 9 30.0
3,500 pesos 6 20.0
5,000 pesos 1 3.3
Total 30 100.0

Table 4.1 illustrates the distribution of the respondent’s monthly allowance in terms of frequency
and percentage. The findings indicate a significant disparity in the allowances received by the participants.
Out of all the allowances, 2,500 pesos is the most common, which can be attributed to the financial capacity
of the students’ families and the available budget for student support. Allocating 2,500 pesos can be
considered appropriate given these factors. Considering the study’s context within a commercially
competitive community, this specific allowance amount is considered sufficient to meet the participants’
essential needs. The presence of competition in the community leads to lower prices, making it easier for
students to find affordable establishments that cater to their requirements.

Table 4.1.2
Respondents’ Field of Specialization
 Specialization Frequency Percentage (%)
English Major 13 43.3
Filipino Major 11 36.7
Social Studies Major 6 20.0
Total 30 100.0

According to the data presented in Table 4.2, majority of respondents are English major students.
This can be attributed to the fact that the students enrolled in the Department of Secondary Teaching in the
College of Education are predominantly from the BSEd English program.

4.2 Level of emotional state of the preservice teacher before and after teaching internship
The following table below presents the frequency and percentage of the level of emotional state in
terms of (1) Depression, (2) Anxiety, (3) and Stress of the pre-service teachers before and after teaching
internship
Table 4.2.1

Level of Depression of the Preservice Teachers Before and After Teaching Internship
Before After
Categories
Frequency Percentage Frequency Percentage
Normal 20 66.7 19 63.3
Mild 4 13.3 5 16.7
Moderate 4 13.3 3 10.0
Severe 2 6.7 1 3.3
Extremely Severe 0 0.0 2 6.7
Total 30 100 30 100

Table 4.2.1 shows the general results of the preservice teachers’ depression level before and after
their teaching internship. The findings from this study revealed that majority of pre-service teachers had a
normal level of depression both before and after their teaching internship. Before the internship, 66.6% of
the participants exhibited a normal level of depression, indicating that they had a relatively healthy
emotional state. This suggests that prior to their field deployment, majority of pre-service teachers were
able to manage their emotions effectively and maintain a positive mental well-being. This finding is
significant as it highlights the resilience and psychological strength of these individuals, which is crucial
for their success as future educators.
One possible explanation for the majority of pre-service teachers having a normal level of
depression is their strong motivation and passion in the teaching profession. Research has shown that
individuals who are highly motivated and committed to their chosen career path tend to have better
psychological well-being (Chang et al., 2017). The participants in this study, being enrolled in an education
program and pursuing a teaching career, may possess intrinsic motivation and a sense of purpose, which
can contribute to their overall mental health.

Table 4.2.2
Level of Anxiety of the Preservice Teachers Before and After Teaching Internship

Before After
Categories
Frequency Percentage Frequency Percentage
 Normal 16 53.3 12 40.0
Mild 3 10.0 5 16.7
Moderate 5 16.7 8 26.7
Severe 3 10.0 3 10.0
Extremely Severe 3 10.0 2 6.7
Total 30 100 30 100

Table 4.2.1 presents the general results of the preservice teachers’ depression level before and after
their teaching internship. The findings regarding the levels of anxiety among pre-service teachers before
and after their teaching internship reveal interesting patterns. Before the internship, majority of pre-service
teachers (53.3%) exhibited a normal level of anxiety. This suggests that a significant portion of these
individuals had a healthy level of anxiety, which is a natural response to the challenges and uncertainties
associated in entering the teaching profession. This finding aligns with previous research indicating that
some degree of anxiety is common among pre-service teachers (Ingersoll, 2001). It is worth noting that a
considerable percentage of pre-service teachers (26.6%) reported experiencing moderate anxiety levels
before the internship, indicating a notable level of distress among a subset of participants.
Following the teaching internship, there were changes observed in the levels of anxiety among pre-
service teachers. While the majority (40%) still reported a normal level of anxiety, there was a slight
increase in the percentage of participants experiencing mild (16.8%) and moderate (26.6%) anxiety levels.
This suggests that the teaching internship may have contributed to an elevation in anxiety levels among
some pre-service teachers. These findings are consistent with previous research highlighting the potential
stressors and challenges faced by novice teachers during their initial teaching experiences (Kyriacou, 2001).
The increase in anxiety levels may be attributed to factors such as increased workload, classroom
management issues, and the pressure to perform well in a real classroom setting.

Table 4.2.3
Level of Stress of the Preservice Teachers Before and After Teaching Internship

Before After
Categories
Frequency Percentage Frequency Percentage
Normal 24 80.0 24 80.0
Mild 1 3.3 3 10.0
Moderate 5 16.7 1 3.3
Severe 0 0.0 2 6.7
Extremely Severe 0 0.0 0 0.0
Total 30 100 30 100

The general results of the preservice teachers’ stress level before and after their teaching internship
are shown in Table 4.5. The findings regarding the levels of stress among pre-service teachers before and
after their teaching internship indicate that the majority of participants in both instances exhibited a normal
level of stress. Before the internship, 80% of the pre-service teachers reported a normal level of stress, with
only a small percentage experiencing mild or moderate stress. This suggests that the pre-service teachers
generally possessed the ability to manage stress effectively prior to entering the teaching field.
Following the teaching internship, majority (80%) of pre-service teachers still exhibited a normal
level of stress, indicating that they were able to maintain their stress management capabilities during this
crucial period of their training. However, it is worth noting that there was a slight increase in the number of
participants experiencing mild and moderate stress after the internship. This increase may be attributed to
the challenges and demands associated with the teaching profession, as well as the transitional nature of the
internship experience.
 While the overall change in stress levels was relatively small, it is important not to disregard these
changes. Zeidner (2007) asserts that even slight increases in stress can have significant implications for pre-
service teachers' well-being, job satisfaction, and overall performance. Research has shown that prolonged
exposure to stress can lead to burnout, reduced job commitment, and negative effects on physical and mental
health. Therefore, it is crucial to address and manage stress effectively to support the long-term success and
well-being of pre-service teachers.

4.3 Difference between pre and post survey level of depression, anxiety and stress of the pre-service
teachers

Table 4.3.1
Pre and Post Survey Comparison of the Level of Depression, Anxiety, And Stress among Pre-Service
Teachers (
Pair Mean Correlation p-value Decision Remarks
Coefficient
1 depression (Pre) 1.6000 .972 .000
depression (Post) 1.7333 Reject Ho Significant

2 Anxiety (Pre) 2.1333 .936 .000

Anxiety (Post) 2.2667 Reject Ho Significant

3 Stress (Pre) 1.3667 .900 .000

Stress (Post) 1.3667 Reject Ho Significant

Table 4.6 presents the pre and post survey comparison of the level of emotional state of the
preservice teachers in terms of their depression, anxiety and stress that were compared to identify whether
the teaching internship helped the respondents improve their mental well-being. As depicted above, all the
three variables including the depression, anxiety and stress revealed a result a p-value that is less than 0.5,
this indicates that there is a significant difference between the two surveys. This entails that the post survey
level of emotional state of the preservice teachers are greater than that of the pre survey. Thus, the data is
interpreted that there was an increase in the emotional state of the respondents.

4.4 Coping Mechanisms of the Pre-Service Teachers During the Teaching Internship
In light of the pre-service teachers' emotional and psychological struggles, it is crucial to take into
account and understand the measures they have taken to combat their depression, anxiety, and stress and
avoid it from getting worse. The pre-service teachers who took part in this study revealed various coping
strategies, which (Lazarus, 1993) defines as the methods individuals employ to handle the perceived
imbalance between demands and available resources in stressful situations. These coping mechanisms were
observed to effectively alleviate mental challenges. Within the scope of this study, four primary coping
styles were identified to address the depression, anxiety, and stress: problem-focused coping, emotion-
focused coping, religious coping, and social support seeking among the pre-service teachers.

4.4.1 Problem-focused Coping

Problem-focused coping refers to the proactive endeavors made to handle stressful
situations by modifying or eliminating the sources of stress through individual actions, thereby
aiming to reshape a challenging person-environment relationship (Folkman, 2007). This coping is
employed to analyze the situation, identify possible solutions, and take action to tackle the stressor
head-on.
In the context of the present of study, a significant number of the interviewed pre-service
teachers disclosed that they address depression, anxiety, and stress by adopting better and healthier
habits such as problem-solving, time and sleeping management, exercising, and playing music to
relax the mind.

R5: “One thing I would do to deal with my anxiety and stress is to find solutions to all of
my problems, motivate myself by reading motivational books...and ignore things that
doesn't help me.”
R9: “I exercise three times a week, in this way I get to become more active and productive.
I also listen to calming music because it somehow calms my mind and gives me this
soothing feeling.”
R10: “As a reliever, I listen to music and play the guitar. It has been my escape from the
world and all the stress that I’m experiencing. Whenever I listen to song and play music, it
gives me peace”
R14: “I sleep 7 to 8 hours a day as much as possible. This sleeping routine has helped me
become more relaxed and productive in a way. It helps me to not feel sleepy and tired
throughout the day”

The coping mechanisms mentioned by the pre-service teachers indicate a proactive

approach to manage their mental well-being. By implementing problem-solving skills, they aim to
address the underlying causes of stress. Effective time and sleep management suggest a recognition
of the importance of balance and self-care. Engaging in physical exercise can contribute to stress
reduction and overall well-being. Lastly, using music as a relaxation technique implies the
utilization of a creative outlet to alleviate stress and promote mental relaxation. In accordance with
this, Matriano (2021) hypothesized that among 300 Pakistani medical students, 90% indicated they
regulate their emotions well due to music, sports, hangouts, and sleeping, which work as coping
strategies.

4.4.2 Emotion-focused Coping

Emotion-focused coping encompasses all the regulatory attempts aimed at reducing the
emotional impact of stressful events (Lazarus, 2007). In the current study, the responses of other
pre-service teachers demonstrated emotion-focused coping, in which they reframe and think
optimistically about the circumstance. Sewart et al. (2019) discovered that focusing on positive
emotions can lower the intensity of symptoms in those with emotional difficulties.
Based on the interview, there are pre-service teachers who works more on reducing the
negative impact of stimuli that promotes depression, anxiety, and stress through acceptance of the
circumstance and prioritizing a focus on positive aspects.

R7: “By slowly embracing the factors that may come in the way and focusing on the bright
side of life.”
R1: “I always think positively”
R6: “Maintain a mindset focused on positive thoughts, reject negativity, and approach
situations with an open mind.”
 The responses suggest that they acknowledge and come to terms with the situation, rather
than resisting or denying it. Additionally, they focus on positive aspects, indicating that they
actively direct their attention and efforts towards optimistic perspectives. This implies that the pre-
service teachers possess a certain level of psychological flexibility, resilience, and an
understanding of the significance of focusing on positivity. Their approach suggests that they are
well-equipped to handle the potential negative impacts of stimuli related to depression, anxiety,
and stress. According to a study conducted by Denovan and Macaskill (2013) involving university
students, it was found that when faced with stressful situations, students employ different coping
strategies like optimism, hope, and self-control to assist in their process of adjustment and
adaptation.

4.4.3 Religious Coping

Carver et al. (1989) posit that religious coping entails seeking solace, support, and guidance
from a higher power, specifically through the act of turning to God. Some pre-service teachers
have employed this religious coping mechanism by engaging in practices such as reading the Bible
or the Quran and engaging in prayer. Religious coping can serve various purposes, including
finding meaning in life, deepening one's relationship with God, fostering hope, cultivating inner
peace, fostering connections with others, facilitating personal growth, and exercising self-control
(Pargament, 1997).

R9: “And I also read the Bible and pray because I believe that God is in control over
everything.”
R12: “Prayer has always been my most powerful weapon.”
R16: “Reading and listening to holy qur-an.”

The observed religious coping among pre-service teachers demonstrates the belief that God
plays a role in stabilizing mental struggles. It implies that these individuals find comfort, support,
and a sense of stability in their religious beliefs and practices, perceiving God as a source of help
and solace in times of emotional distress. This belief may contribute to their ability to cope with
and manage their mental struggles more effectively, as they attribute their well-being to a higher
power. Additionally, it suggests that religious coping provides them with a framework for finding
meaning, hope, and a sense of peace in the face of challenging circumstances, potentially
enhancing their overall psychological well-being. The findings align with those of Haider et al.
(2022), indicating that religious coping emerged as the most influential predictor of life
satisfaction. This underscores the importance of maintaining faith during uncertain and often
uncontrollable circumstances.

4.4.4 Social Association

Lazarus and Folkman (1984) acknowledge the social context in coping, highlighting that
perceiving sufficient social support can act as a protective factor against the negative impact of
stress on overall well-being.
Pre-service teachers in the current study disclosed that their social circle has played a role
in their coping strategies for depression, anxiety, and stress.
 R6: “I spend time with my co-interns and have healthy talks about our internship. I believe
having someone to vent out your emotions and stuff really do helps managing emotion”
R8: “I dine and travel around with my friends. In this manner, I get to be happy and enjoy
and somehow it lessens the anxiety and stress I have.”
R14: “I share my problems with the trusted people in my life. In that way I would say it
lessens the burden inside me. It’s just a relief being able to talk about the problem I’m
experiencing and I’m grateful to these people”

Their responses suggests that their social circle serves as a source of emotional support,
encouragement, and practical assistance, which aids in alleviating their depression, anxiety, and
stress. Moreover, the disclosure highlights the importance of social connectedness and the potential
benefits of seeking support from others during times of mental distress. It implies that being able
to share experiences, express emotions, and receive validation and guidance from trusted
individuals can contribute to their overall well-being and resilience. Taylor (2015) stipulated that
the most important psychological protective resource is social support, where emotionally
gratifying social relationships diminish the impacts of stress and its negative consequences on
health.
Furthermore, when asked with the follow up question " Did your teaching internship
somehow help you cope with your depression, anxiety, and stress? In what way or how? Can you
give instances (or specific situations) where the experience either helped you (or did not help
you?)?" the participants answered:

R3: “Yes somehow, especially when I see those students who are enjoying their given
activities inside the classroom, seeing them like that makes me forget that I have anxiety.”
R7: “Yes, of course. Being with my colleagues and friends, sharing ideas, helping one
another, having a conversation with them or having fun with them during the internship
despite the stressful day somehow helped me to cope with my anxiety and all. For instance,
during the first day of my actual teaching, I was so devastated and stressed because I felt
that I didn't do it well and I felt that my cooperating teacher wasn't satisfied. But my friends
were always there, encouraging me.”
R9: “As I was busy with my internship, I was able to cope up with those three in a way that
I engage myself to the students to forget.”
R12: “Of course, teaching internship has been a big of a help in my sanity. Although my
day started not very well, but when I get to see my students — their warm smiles and
greetings, somehow everything becomes calm and fine.”

Based on the interview transcripts, the pre-service teachers reported that the teaching
internship has helped them manage depression, anxiety, and stress. This implies that the hands-on
experience and involvement in teaching activities provided a sense of purpose and focus, diverting
their attention from their own mental health challenges. The teaching internship served as a
constructive outlet for their energy and emotions. Moreover, according to them the presence of
their students significantly alleviated their burden. The interaction with their students made them
feel better and more at ease. This implies that the connection and positive relationship with their
students played a vital role in reducing their stress levels and improving their emotional well-
being. The students' presence likely provided a sense of fulfillment, support, and joy for the pre-
service teachers.
5.1 Summary of the Findings
As summarized below, the following are the findings of the study as manifested from the data
gathered:
1. The results from this study revealed that majority of the respondents receive a monthly
allowance of P2,500.
2. Out of the 30 respondents, majority of them are English major interns.
3. Based on the results of the pre and post survey level of emotional state of depression, anxiety
and stress of the pre-service teachers, both surveys (before teaching internship and after
teaching internship) entails that while majority of the pre-service teachers have normal level of
depression, anxiety and stress, few of them observed to have shift of their level of emotional
state after teaching internship. From 0 severe and 0 extremely severe case to fewer reported to
have these categories. Additionally, the number of participants who have been reported to have
normal level of depression, anxiety and stress before teaching internship has decreased after
teaching internship;
4. Furthermore, the data revealed that there is a significant difference between the pre and post
survey of the emotional state of depression, anxiety and stress of the participants. This means
that the pre-service teachers’ level of emotional states were observed to have ascended.
5. Lastly, the pre-service teachers’ coping mechanisms to their emotional state of depression,
anxiety and stress were found to be through their interpersonal and intrapersonal ways of
coping.

5.2 Conclusion
Contrary to the belief that a teaching internship would act as a helpful intervention, it was
discovered that the emotional well-being of pre-service teachers actually deteriorated. Their levels of
depression, stress, and anxiety worsened instead of demonstrating emotional stability. This suggests that
the complete isolation experienced by pre-service teachers at home before their deployment may have
played a role. It can be inferred that these interns were not mentally prepared for their internship, leading
to heightened anxiety levels. There are also numerous studies which have indicated that transitioning from
a prolonged period of isolation can have a psychological impact on individuals.

5.3 Recommendations
The following recommendations are presented based on the results of the study:
1. Counseling Center of the College of Education. They may put in place improved services
such as social support groups made up of lecturers, administrators, and students. With this,
supportive skills like talking and sharing could be developed. This may enable students to
feel comfortable enough to express their feelings.
2. School Administrators. Administrators may implement more programs that can help pre-
service teachers’ mental health stability and seminars on effective coping strategies.
3. Future Researchers. Additional research on interventions that can be used to help pre-service
teachers manage their emotional state during the internship may be done by the future
researchers. They may also consider to conduct a study on what specific stressors contribute
to the stress of the pre-service teachers.

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