Survey of Preservice Teachers' Examination Stress Patterns: Contextualising the Transactional Stress Model in High‐Stakes Testing

Background and Aims High‐stakes testing has become increasingly prominent phenomenon in teacher training institutions across the Global South. Despite its psychological implications, limited studies have investigated the stress experiences associated with this phenomenon, thereby constraining the design of appropriate interventions. Guided by the Lazarus and Folkman's Transactional Stress Model, this study examined the examination‐related stress patterns and associated factors among pre‐service teachers in an exam‐oriented high‐stakes setting in Ghana. Methods An online survey, using the Perceived Stress Scale (PSS‐10), was administered to 984 pre‐service teachers at the University of Education, Winneba. The data were analysed using the LPA and multivariate ordinal logistic regression analysis. Results The results discovered three examination‐related stress profiles (i.e., highly stressed, moderately stressed and low‐stress groups), with the majority of the pre‐service teachers (50.9%) failing into the high‐stress cluster. Subsequent analysis revealed that religious affiliation, study level, age, course load (number of registered courses) and the study hours per week were significant predictors of examination‐related stress levels. In line with the extended interpretation of the Transactional Stress Model, the study demonstrates how stress appraisal and coping mechanisms are embedded within broader contextual realities, particularly in collectivist cultures where family and community expectations influence academic outcomes. Conclusion The study concludes that there is a substantial mental health burden associated with examination practices in teacher education programmes under exam‐oriented high‐stakes testing environment. The findings call for differentiated, culturally responsive interventions to address the specific needs of pre‐service teachers with varied stress profiles.