Stress, Self-Efficacy, and Coping Strategies in Postgraduate Students of Special Education

Abstract

Postgraduate programs in Special Education often include practicum placements to provide students with clinical and teaching experience; however, these placements frequently induce academic stress. This study examines the relationship between perceived stress, general self-efficacy, and coping strategies among students during their practicum. The research involved 172 postgraduate students enrolled in a Special Education program. Participants completed questionnaires assessing stress, self-efficacy, and coping strategies. The results indicated that students experienced moderate stress and relatively high self-efficacy, predominantly employing adaptive coping strategies. Higher self-efficacy and use of humor were associated with lower stress levels, whereas denial and self-blame were linked to increased stress. Age exhibited a positive association with general self-efficacy and adaptive coping strategies, while displaying a negative link to avoidant mechanisms. Strengthening self-efficacy and positive coping strategies may contribute to the well-being and professional preparation of Special Education teachers.