Abstract
Teaching practice is a mandatory requirement for the prospective teachers during their program of study in
teacher education institute. This practice provides a playing field where prospective teachers plan and
implement different schemes of teaching and other related skills. This is a stage where stress is inevitable
because other players also interact and intercept differently. The purpose of the research was to identify stress
causing experiences among prospective teachers in private teacher institution during their teaching practicum.
The study paradigm was positivist which advocates quantitative methodology and used survey design for data
collection from 200 respondents who have completed practicum recently by administering a Survey of
Practicum Stress. With response rate about 75% the data identified: Managing time, handling practicum-related
assignments, observation by cooperating teacher, high expectations about performance, and managing
classroom and behavior as most stressful experiences. Male student teachers reported workload during
practicum as very stressful. Stress is reported more among student teachers belong to age group less than 25
years. Student teachers who completed their practicum in English medium schools experienced more stress as
compared to those attended other schools. This study has implications for teacher educators, teacher education
institutes, university supervisors, cooperating teachers and schools
Sajid Masood, Ghazal Khalid Siddiqui, Muhammad Naeem Sarwar. (2019) A Study of Experiences Causing Stress Among Student Teachers During Teaching Practice, Journal of the Research Society of Pakistan, Volume 56, Issue 2.
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