Abstract

• student teachers from Yangon University of Education. Quantitative approach was used in this study and the required sample was selected by using random sampling technique. A total of 473 student teachers (First year to Final year student teachers) from Yangon University of Education in 2023-2024 academic year participated in this study. As research instruments, the Peer Pressure Questionnaire-Revised (PPQ-R) developed by Sunil Saini and Sandeep Singh (2016) and General Decision Making Style Questionnaires (GDMS) developed by Scott and Bruce (1995) were adapted to measure peer pressure and decision making styles of student teachers in this study. The results showed that the student teachers experienced moderate level of peer pressure and most of them tended to use rational decision making styles. In this study, it was found that there were significant differences in peer pressure of student teachers by gender, age and education level. It was observed that there was significant difference in student teachers’ decision making styles by gender but there were no significant differences by age and education level. The result of this study revealed that student teachers who had high peer pressure were most likely to use dependent and spontaneous decision making styles rather than rational decision making style. Moreover, student teachers’ decision making styles had a significant association with their level of peer pressure at 0.001 level. To sum up, the findings of this study have implications in assisting student teachers, administrators and educators by highlighting the importance of peer pressure and decision making styles of student teachers.