Date of Award
10-30-2020
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Efficacy, Mental health literacy, Pre-service teachers, Teacher education
Supervisor
Geri Salinitri
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
According to the Canadian Mental Health Association ([CMHA], 2014), approximately 10 - 20% of all students have a mental illness, while only one in five of these students will receive proper support and services. To examine the mental health literacy and self-efficacy of pre-service teachers, I posed the following research questions: (1) How literate are pre-service teachers in the field of mental health? (2) How confident are pre-service teachers in their abilities to support and manage mental health in the classroom? An explanatory mixed methods sequential design was used with the Mental Health Literacy and Capacity Survey for Educators as well as individual interviews. It was found that pre-service teachers have varying levels of knowledge regarding mental illness as it encompasses such a wide range of disorders. Also, teachers’ overall confidence in their abilities to support a student with mental health issues was relatively low. Going forward, it was evident that there is both a need and want for increased support for pre-service teachers in the form of direct training.
Recommended Citation
Tourigny-Conroy, Mackenzie, "Mental Health Literacy and Self-Efficacy of Pre-Service Teachers in Ontario" (2020). Electronic Theses and Dissertations. 8484.
https://scholar.uwindsor.ca/etd/8484