Amponsah, K.D.Ampadu, E.2020-02-252020-02-252020-02-26http://ugspace.ug.edu.gh/handle/123456789/34949SeminarThis research examined the stressors that teacher education students of the University of Ghana usually encounter and the coping stratagems that they frequently embrace. Random sampling technique was employed to select 270 second- and third-year undergraduate students in 2018/2019 academic year to answer a survey questionnaire with closed-ended and open-ended questions. Dental Environmental Stress (DES) questionnaire on stressors was adapted whereas coping stratagems that might be utilised by students to minimise stress was measured using an adapted form of the Brief COPE. The outcomes of the research revealed that ‘working to meet scholastic requirements’, ‘inadequate supply of power and water in halls’, and ‘changes in eating and sleeping habits’, were three major stressors experienced by teacher education students. Furthermore, learners utilised numerous approaches, such as praying or meditating, and self-diverting actions as coping strategies. Learners also used more adaptive coping strategies, than maladaptive and avoidance coping strategies. Overall, resident students were found to be more stressed than non-resident students. Again, this study revealed that resident students are more prayerful and easily get help and advice from lecturers or teaching assistants but deeply averse with substance abuse such as using tobacco/ alcohol/ drug to feel better compared with their non-resident counterparts. It was recommended that the Department of Teacher Education should establish a counselling centre to assign academic counsellors to learners and organise frequent stress management programmes for them.enStressorsteacher education studentsstress coping strategiesuniversity studentsArticle