PGDT Trainees’ Coping Styles, Locus of Control and Sex as Predictor of Psychological Wellbeing: Evidence from Dilla University Institute of Education and Behavioral Sciences PGDT Trainees

Abstract

Educational settings are one of the areas of academic study where studying school teachers’ psychological constructs is especially important. The purpose of this research was to examine the relationship between locus of control, coping styles, and sex with psychological well-being among PGDT (Post Graduate Diploma in Teaching) trainees at Dilla University. What do the locus of control, coping style, and psychological wellbeing profiles of the participants look like? Do locus of control orientation, sex, and coping styles have a significant relationship with psychological wellbeing dimensions? Do locus of control, sex, and coping styles have significant joint or unique predictive validity for psychological wellbeing? The study employed a correlational research design. The population of the current study includes all regular and summer program PGDT trainees in the Institute of Education and Behavioral Science at Dilla University. 209 trainees were chosen as the sample
using the proportionate stratified random selection approach. The Ryff Psychological Wellbeing, Locus of Control Scale, and Coping Style Scale were utilized to collect data. The data was examined in descriptive ways, such as mean and standard deviation, as well as inferential statistics, such as Pearson correlation, independent sample t-test, and hierarchical multiple regression, using the SPSS-23 statistical program. The findings demonstrate that locus of control has a negative significant link with psychological well-being in all six domains, including self-acceptance, positive interpersonal relationships, autonomy, environmental mastery, life purpose, and personal progress (P .05). Furthermore, the problem-focused coping style and its six aspects have a considerable positive link with psychological well-being (P .01). On the other hand, avoidant coping styles have a negative relationship with psychological wellbeing and its dimensions (P .01). Nonetheless, the emotion-focused coping style had no significant link with psychological well-being and its four dimensions (P > .05) except for autonomy and environmental mastery (P .05). Coping techniques and locus of control orientation can contribute to psychological well-being among university students, according to the findings. Problem-oriented coping styles, in particular, are positive predictors of psychological well-being, whereas avoidant coping styles, as well as external orientation in the locus of control, are negative predictors. The findings have consequences for the psychological makeup of trainees as well as future teaching careers.