Helplessness of Preservice Special Education Teachers in Academic Settings

Abstract

This study explored the characteristics of academic helplessness among pre-service special education students. Through written interviews, the study collected experiences of academic helplessness from 15 students majoring in elementary special education at a teachers' college. Phenomenological methods were utilized to analyze the gathered data. The analysis identified 25 meaning units that were categorized into 7 sub-themes. These included discrepancy between expectations and reality regarding academic achievement, social maladjustment in university life, overemphasis on external assessments. diminished focus and motivation for learning due to declining physical health, seeking external support upon recognizing helplessness, accepting environmental constraints and one’s own limitations, and re-exploring learning motivation and goals. These themes highlight the uncontrollable challenges students encounter in various adverse situations and the strategies they adopt to manage them. The findings provide implications and recommended further research directions for enhancing special education teacher training courses.