The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

Abstract

Teachers’ psychological and social well-being has become a relevant concern for the educational community. Specifically, damage to it affects preservice teachers (PSTs) when confronting educational challenges during their initial teacher education. PSTs’ well-being is related to self-perceptions of professional worth, which impacts their emotional states, actions, and beliefs. Perceived self-efficacy is a well-known indicator to measure these self-perceptions, allowing us to explore PSTs’ valuation of their competence during experiential opportunities for professional development. The practicum is considered for investigating perceived self-efficacy predictors, since direct professional performance can be observed. This context also allows the exploration of their satisfaction with their competence development and the training environment. This study analyzes PSTs’ perceived self-efficacy predictors and job satisfaction during practicum experiences. A mixed methodological design was selected with 258 PSTs participating in the quantitative part and nine PSTs in the qualitative part. Descriptive, correlational, and inferential statistical analyses and two focus group sessions were conducted. The findings show changes in perceived self-efficacy are generated by social interactions and mastery experiences. Changes in perceived self-efficacy, satisfaction with one’s competence, and the school environment are related significantly. Our conclusions highlight the role of mentoring during the practicum in caring for PSTs’ self-perceptions and improving their satisfaction with the experience. The importance of caring for well-being to avoid stressful situations during the first training stages and prevent burnout in teachers in service is considered. Research implications in the lines proposed are further discussed.

Creencias de autoeficacia, satisfacción y salud física como predictores de la calidad de vida de docentes universitarios mexicanos

“…A partir del análisis de la literatura, se encontró que existen pocas investigaciones (Chamani et al, 2023;García-Lázaro et al, 2022;Capone & Petrillo, 2020) que profundizan en el efecto que tienen las creencias de autoeficacia, la satisfacción y la salud física en la calidad de vida relacionada con la salud de las(os) profesoras(es) universitarias(os). A diferencia de las investigaciones previas, este estudio indaga en las variables predictoras de la calidad de vida y realiza comparaciones de las dimensiones de las creencias de autoeficacia y CRVS según la edad y el sexo de los docentes.…”

Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong

“…Second, because implementing traditional face‐to‐face teacher training activities is not always realistic and optimal, adopting alternative approaches to delivering well‐being programs is important. Third, as effective teaching training matters for pre‐service teachers' efficacy and overall satisfaction with practical teaching experience (García‐Lázaro et al, 2022), integrating well‐being interventions in existing teacher training programs may serve as a route to promoting pre‐service teachers' fulfillment, especially when they have been exposed to the real world of teaching (via practicum or field experience arrangements). However, the existing evidence on the effectiveness of the PROSPER‐based intervention focused on in‐service teachers (Datu et al, 2022).…”

Well-being and mentoring in pre-service teacher education: an integrative literature review

“…The results of a plethora of research have highlighted that student teacher well-being is connected to important outcomes with respect to their professional development. These include reported learning gains, teaching behaviour, selfefficacy beliefs, values, motivation, sense of competence, job satisfaction and job retention (Aldrup et al, 2017;Dreer, 2020;Evelein et al, 2008;Fagan and Walter, 1982;Garc ıa-L azaro et al, 2022;Kaplan and Madjar, 2017;Keller-Schneider, 2016;Kessels, 2010;Korthagen and Evelein, 2016). In light of the prospective benefits of supporting the well-being of student teachers during their field experiences and the potential drawbacks of not doing so, there appears to be an urgent need for effective measures aimed at supporting student teacher wellbeing (McCallum and Price, 2016).…”

“…, 2017; Dreer, 2020; Evelein et al. , 2008; Fagan and Walter, 1982; García-Lázaro et al. , 2022; Kaplan and Madjar, 2017; Keller-Schneider, 2016; Kessels, 2010; Korthagen and Evelein, 2016).…”

“…In addition to functional mentor–mentee relationships, mentee well-being can also benefit from the mentees' experience of and active participation in certain mentoring styles. García-Lázaro et al. (2022) conducted a mixed-methods study and argued that a caring mentoring style can improve the well-being of student teachers and mitigate stressful situations that may arise during their field experiences.…”