The influence of practicum demands on pre-service teachers’ stress and emotional exhaustion: the moderating role of emotional competencies

Practicum periods during pre-service teachers’ training can cause stress and emotional exhaustion. Emotional competencies (ECs) are known to moderate associations between emotional demands and stress among in-service teachers, but such effects have not yet been tested in pre-service teachers. This research investigates the potential buffering effect of ECs in associations between practicum demands and stress and emotional exhaustion. Hierarchical regression analyses were conducted on 333 pre-service teachers studying for a bachelor’s degree in primary education in Belgium. Results indicated that negative associations between perceived support from the mentor and both stress and emotional exhaustion were stronger when participants reported high self-focused ECs. No other moderation effects were significant. The findings demonstrated a limited influence of the moderating role of ECs on the relationship between practicum-related demands, stress, and emotional exhaustion. Nevertheless, results suggested perceived support from the mentor as a key resource during practicum for preservice. teachers.