Vol. 1 No. 01 (2022): 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

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.