A Study of the Mental Health of Students Studying in Government and Non vernmentPTeacherPTraining Institutions

Abstract

The present study focuses on the mental health of students studying in government and non- government teacher training institutions. Education contributes not only to the development of knowledge and intellectual abilities but also to the social, emotional, moral, and mental development of an individual. Since teacher trainees are future teachers, their mental health is particularly important because their emotional balance, adjustment, confidence, and ability to cope with stress may influence their future teaching behaviour and professional effectiveness. During teacher training, students may experience academic pressure, examination anxiety, teaching practice requirements, family expectations, financial concerns, social pressures, and uncertainty regarding future employment, which may affect their mental well-being. Government and non-government teacher training institutions may differ in terms of educational environment, institutional facilities, fee structure, administrative practices, resources, and teacher-student relationships. Therefore, comparison between students of these institutions is educationally meaningful. Previous studies have also highlighted the importance ofTmentalThealthTandTwell-beingTamong teacher trainees and teachers. The present study was conducted to compare the mental healthTofTstudentsTstudyingTin government and non-government teacher training institutions and to examine differences separately among male and female students. A total of 400 B.Ed. students were selected through simple random sampling, consisting of 200 students from government and 200 from non-government teacher training institutions. Overall, the findings indicate that students studying in government teacher training institutions demonstrated comparatively better mental health than students studying in non-government institutions. However, the results should be interpreted as a difference between the selected groups rather than proof that institutional type alone causes better mental health. Factors such as family support, institutional environment, educational resources, social adjustment, self-confidence, stress management, and academic conditions may also contribute to students' mental health.