Portraits of pre-service special education teachers: Perspectives on well-being and its association with self-efficacy and work engagement

Abstract

The well-being of teachers is a critical concern with significant implications for teaching effectiveness and student outcomes. However, there exists a notable gap in the literature concerning the well-being of pre-service teachers. Moreover, there is a scarcity of research focusing on the unique challenges faced by prospective special education teachers. This study addresses this dual gap by exploring the well-being of pre-service special education teachers and its relationship with self-efficacy and work commitment. Data was collected from a sample of 133 preservice teachers (mean age = 38,14; sd = 8.25 years) enrolled in a professional course for high school special education teachers. Employing cluster analysis, three distinct profiles based on mental health, perceived stress, and resilience z-scores were identified. We further explored how the identified well-being profiles related to self-efficacy and work engagement. The findings provide valuable insights on improving educational policies, personalized teacher training programs, and early support structures to nurture educators’ well-being and equip them with the skills necessary to navigate the complex landscape of special education. Keywords: teachers’ well-being, mental health, self-efficacy, work engagement, cluster analysis

Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences

“…Lastly, these positive changes reported by teachers appeared to produce a ripple influence on the school climate (Cavioni et al, 2023c ; Martinsone and Žydžiunaite, 2023 ). The serious game intervention was found to produce positive changes in the school climate in terms of cohesion and a sense of belonging.…”