How are student teachers doing? Depression symptoms in pre-service teachers and their correlates

Background While numerous studies have examined the prevalence of depressive symptoms among university students, a specific focus on students majoring in education remains relatively rare. Given the psychosocial stress inherent in their desired profession, research in this area could offer valuable insights for designing preventive measures. This study aims to (1) determine the prevalence of depressive symptoms among student teachers, and (2) identify correlates in terms of sociodemographic factors, personality, and program characteristics. Methods A sample of 572 student teachers from the University of Cologne was surveyed through an online questionnaire. Depressive symptoms were assessed using the Patient Health Questionnaire (PHQ-D). Additionally, data on sociodemographic characteristics, the Big Five personality traits, study program characteristics and experiences during the studies were collected. The analysis was conducted using multiple ordinal logistic regression models to predict depressive symptoms (no symptoms, mild symptoms, and moderate/severe symptoms). Results About one-third of the sample exhibited at least mild depressive symptoms. Significantly higher levels of depressive symptoms were associated with higher neuroticism scores, greater perceived stress during studies, and increased uncertainty regarding career choice. Additionally, depressive symptoms varied significantly by the type of teaching degree (with higher depression levels among prospective teachers in secondary schools and special education teachers) and study phase (higher depression levels among Bachelor's students compared to Master's students). Conclusion Both entry characteristics (e.g., neuroticism) and study-related factors (or potential stressors) were significantly associated with depressive symptoms. Given the psychosocial demands of the teaching profession, neuroticism as a risk factor could serve as a starting point for preventive efforts. Integrating career preparation programs, such as emotion regulation training, seems particularly feasible during the Master's phase.