Mental and Emotional State of Teacher Trainers in Times of Emergencies

Introduction

The teacher trainers are the backbone of our society. Since time immemorial, they occupy great respect in the society not only in Nigeria but across the globe as they shape the future citizens. As one of the important builders of the society, teacher trainers can make the pillars of a nation deep and lift them high to the sky. This is more so as school is the second important institution after home which founds and develops sense of morality and sociability to children. Working in education is both exciting and demanding due to social respect it commands and the responsibility the profession demands. Teacher trainers and school staff take all of the demands placed upon them with an exceptional sense of personal commitment and responsibility that can exacerbate any problems they may be having. Pradhan (2016). They work under different management systems and working conditions which affect their psychological state. There is a widespread belief that work-related stress coupled with COVID 19 pandemic among teacher trainers has serious implication for their mental and emotional health and performance.

The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and in all continents. Closures of schools and other learning spaces have impacted 94% of the world’s students' population, up to 99% in low and lower-middle income countries (United Nations, 2020). The advent of COVID-19 pandemic has thrown the world into an unprecedented crisis, fighting a pathogen that could well be with us for a long time to come. As countries struggle from the shock of large-scale lockdowns to a gradual return to normalcy, the transition will be slow and will be very different from the past. However, safeguarding the mental and emotional well-being of the teacher trainers for them to maintain normalcy is a key factor and must be based on the best measures and practices that work, so that it will not have serious adverse effect on the quality of the information passed across to the pre service teachers in teacher training institutes. No doubt, teacher trainers can be found in colleges of education and faculty of education in the universities where they help sharpen the pedagogical skills of teachers. They typically make assessments and provide coaching, mentorship and allied services.

Teacher trainers also provide curriculum guidance, and set goals for teaching staff. Looking at the responsibilities the people in this noble profession are saddled with and coupled with the fear of emergence of the pandemic (COVID-19), it is, therefore, expected that the mental and emotional state of the teacher trainers has to be regulated and made stable in times of these emergencies.

Mental health is more than the absence of mental illness. Mental health is a state of wellbeing where people can meet their learning potentials, cope with normal stresses, and are connected to the community and their friends. For most people, mental health issues emerge when they are young, meanwhile half of all mental disorders emerge by the time they are 14 years old and three quarters by 25 years old, and this is the same period when most people are in school. To increase a person's opportunity and choices in life, promotion of mental health and wellbeing as a core role in education helps teacher trainers to flourish in their profession, build resilience against adversity, develop protective factors from mental ill-health, and provide them with skills and confidence to self-seek help for early intervention.

According to Lamothe (2019), mental health and emotional health are not the same but the two terms are often used interchangeably. Emotional health concentrates on being in tune with emotions, vulnerability, and authenticity. It is a person’s ability to accept and manage feelings through challenge and change. Someone who is emotionally healthy can allow their emotions to be digestible. The mundane hassles of daily life offer opportunities to practice responses, rather than reactions to allow emotional health to flourish (Kelly, 2020). Miller posits that overall health includes physical, emotional, intellectual, social, and spiritual aspects and when they are in balance and alignment, human beings thrive. It is assumed that each of these areas of life will influence the others. Emotional health also includes both emotional intelligence and emotional regulation. When the subjective experience of emotions is appropriate over a sustained period, emotional health is thought to be present. Positive effect will be apparent in mundane and daily activities.