Emotional State and Psychological Fortitude of Teacher Education Students from Disrupted Family Background in a State University

This research determined the emotional state and psychological fortitude of teacher education from disrupted family background enrolled in Bachelor of Elementary Education in a State University in the Philippines. Similarly, it investigated the relationship between the profile, and the emotional state, the profile and psychological fortitude, and the emotional state and psychological fortitude of the respondents. It utilized the descriptive-correlation method. The data were treated by a statistician using various statistical tools. Results of the study revealed that the majority of the respondents were 19 years old and most of them were females. Predominant of them were living with their mother, had three to four siblings, a middle child born in their families, and had less than 10,957PhP family monthly income. In terms of emotional state, the respondents had a low level of emotional state—depression, anxiety, and stress symptoms. With regard to psychological fortitude, the respondents had a very high level of well-being or flourishing, a moderate level of resiliency, and a moderate level of grit. In the test of correlation, the study revealed that the profile of the respondents is not significantly related to their level of emotional state and psychological fortitude. On the other hand, their emotional state is significantly related to their psychological fortitude. A psycho-education wellness program may be proposed for adoption to help improve the resiliency and grit of the teacher education students from disrupted family backgrounds.