Date of Award
Spring 4-20-2026
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Ximena P. Suarez-Sousa
Keywords
teacher preparation programs, mental health, mental health literacy, teacher preparation faculty
Abstract
This study aimed to create a valid and reliable Teacher Preparation Faculty Mental Health Literacy Scale. Current literature consistently indicates that traditional undergraduate college students experience high rates of stress, anxiety, depression, and burnout. Teacher preparation programs often lack systematic approaches to supporting student mental health or to preparing faculty to respond effectively. While the literature, resources, and institutional support regarding college student mental health have increased, a significant gap remains in understanding faculty mental health literacy within the context of teacher preparation programs. This mixed-methods sequential exploratory study utilized non-discriminative snowball sampling to recruit preservice educators and teacher preparation faculty to identify and describe college student mental health issues. The qualitative phase of the study involved an open-ended survey distributed to preservice educators and teacher preparation faculty across the Midwest, accompanied by qualitative data analysis that led to the development of quantitative indicators that were aligned within the four theoretical domains of mental health literacy (i.e., positive mental health, attitudes and knowledge of mental disorders, mental health stigma, help-seeking behavior). Subsequently, the researcher had subject-matter experts in psychology validate the themes that emerged from the qualitative phase of the study to develop a valid and reliable Teacher Preparation Faculty Mental Health Literacy Scale. Two focus groups (e.g., preservice educators and teacher preparation faculty) were used to evaluate the instrument's clarity and usability. Lastly, the instrument was field tested with preservice educators to evaluate the reliability of the Teacher Preparation Faculty Mental Health Literacy Scale. The scale includes only the mental health literacy indicators, as the instrument allows other researchers to incorporate it into their data collection, along with other relevant demographic or contextual questions. The finalized instrument is valid and reliable when interpreted at the total score level, with scores ranging from 20 to 100. The Teacher Preparation Faculty Mental Health Literacy Scale is intended to be used within teacher preparation programs to better understand teacher preparation faculty mental health literacy and identify areas of strength and growth. The scale includes recommendations for administering the instrument, and established scoring and interpretation guidelines that allow programs to categorize results and use findings to provide data-driven support, professional development, and continuous evaluation.
Recommended Citation
Mossholder, Jesse, "Building Understanding: Developing a Mental Health Literacy Scale for Teacher Preparation Faculty" (2026). Dissertations, Theses, and Projects. 1115.
https://red.mnstate.edu/thesis/1115