This study explored gender differences in stressors experienced by teacher education students at the University of Ghana, and adaptation stratagems they might utilise to manage stress.
In 2018–2019 academic year, a total of two hundred and seventy (270) second- and third-year students were selected using random sampling procedure to respond to closed-ended and open-ended questions in a survey questionnaire.
The questionnaire was to measure stressors students encounter and to measure students’ coping stratagems they might use to minimise their stress levels (Folkman & Lazarus, 1984).
The findings show that the students use multiple strategies, such as praying/meditating and self-distracting activities to cope with stress. Although, females had higher overall perceived stress levels regarding encountered academic stressors and health stressors, the difference between genders was insignificant.
Similarly, females had a higher perception of stress from psychosocial stressors when likened to males, however, the difference between genders was also insignificant.
Regarding perceived coping stratagems, females utilised adaptive coping stratagems whilst males utilised maladaptive and avoidance coping stratagems although the difference between genders was also not significant.
The study recommended among others that males be urged to likewise utilise increasingly adaptive strategies to control strain.