The Impact of Teacher Training Programs on Professional Stress and Peer Pressure of Young Teachers in Universities

Abstract

This study investigates the impact  of  training programs  on professional stress and peer pressure among young teachers. Findings reveal that while teacher training programs have significantly reduced peer pressure through supportive networks and collaborative practices, they exhibit limited effectiveness in alleviating professional stress. Key contributors to stress include heavy workloads, classroom management challenges, and limited career growth opportunities. The study also highlights the moderate success of training programs in enhancing professional development, stress management, and teaching practices. Recommendations focus on establishing mentorship initiatives, fostering supportive work environments, and integrating evidence-based practices into training curricula to address workload management, interpersonal relationships, and overall well-being.