An investigation of the depression levels of pre-service teachers in terms of various variables

The primary aim of this study is to examine the depression levels of pre-service teachers based on the Beck Depression Inventory (BDI) and to determine whether these levels differ significantly across various demographic and psychosocial variables. Teaching is a multidimensional profession that requires not only academic knowledge but also emotional resilience, stress management skills, and empathetic communication. Therefore, assessing the psychological well-being of teacher candidates during their transition into the profession is of significant individual and societal importance.The research was conducted in the spring semester of the 2023–2024 academic year with a total of 147 pre-service teachers studying at a public university in Turkey. Participants were enrolled in Preschool Education (n=70), Primary Mathematics Education (n=41), and Social Studies Education (n=36) programs, across first and fourth academic years. The Beck Depression Inventory was used as the primary data collection tool to measure participants' depression levels.Data were analyzed using SPSS 25.0, and non-parametric tests such as the Mann-Whitney U and Kruskal-Wallis H tests were applied. The examined variables included economic hardship, social isolation, health problems, family issues, disruptions in distance education, and psychological stress—all experienced during the COVID-19 pandemic period.The most notable finding of the study is the statistically significant relationship between the levels of psychological stress and depression (p < .05). Depression symptoms were found to be more intense among individuals experiencing high stress. Although no statistically significant differences were found for other variables, observable trends were noted in areas such as economic hardship, social isolation, and distance education difficulties.These findings emphasize the necessity of supporting teacher candidates not only pedagogically but also emotionally and psychologically. The study highlights the need for preventive, mental health–focused programs in faculties of education and suggests that future studies adopt larger samples and mixed methods for deeper insight.