Date of Award

10-30-2020

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Geri Salinitri

Keywords

Efficacy, Mental health literacy, Pre-service teachers, Teacher education

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 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.

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