The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

Abstract

Teacher’s professional identity (TPI) is an essential and decisive element in the way future EY and primary teachers approach their labour. This study aims to analyse how and when student teachers build TPI and to study its relationship with personal well-being. The sample was made up of 135 students of the Faculty of Education of the University of Burgos (Spain), aged 18–44. A questionnaire elaborated ad hoc and an individual psychological well-being scale were both implemented. The results suggest that training activities, initially scheduled by the university courses, are those which most contribute to the building of a TPI; that there seem to be no differences in relation to gender and year of study in the factors which contribute to its development, regardless of whether it is rather innovative or research-oriented and that there is a relationship between types of TPI, as well as between these and the satisfaction with academic choice, and psychological well-being. Future teachers should build a solid TPI which enables them to successfully adapt to complex educational settings and encourages them to innovate. It is necessary to gradually make room for reflection from the beginning of the university training, as this could improve the future professional performance and the students’ psychological well-being.

The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic

“…In the present study, teaching identification also had direct effects on anxiety and hopelessness. This finding supports previous research findings that have linked professional identification to positive health outcomes [ 20 , 22 , 23 ]. It is also consistent with the health-sustaining hypothesis [ 46 ], which proposes that a variable that is presumed to moderate or mediate the effects of a stressor on health outcomes may also directly affect the outcome, irrespective of the level of the stressor.…”

“…Empirical research findings have supported the positive effect of professional identification on psychological well-being. One study distinguished between research identity and innovative identity, two aspects of teachers’ professional identification [ 22 ], and found positive relationships between each of these two types of identity and psychological well-being (r = 0.39, p < 0.01; r = 0.510, p < 0.01, respectively). In a sample of nurses in China [ 23 ], professional identity was positively associated with subjective well-being (β = 0.215, p < 0.001).…”

Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)

“…At this point in history, we have not been able to find effective solutions to the great problems that beset the planet (climate change, extreme poverty and inequalities, wars and armed conflicts, the incessant violation of human rights, etc.) [8], and moreover, new threats are emerging that disrupt the well-being and progress that has been reached so far. The tragic presence of this virus places humanity before another disturbing truth-our fragile relationship with nature [9,10].…”

“…It is less frequent for teachers at other educational levels to undertake research tasks related to teaching. With this study, we propose to praise and vindicate the scientific value of the work carried out by early childhood education teachers in their modest preschool classrooms as a challenge to empower this educational level that is increasingly necessary for contemporary societies, but at the same time is undervalued and improperly acknowledged [8].…”

The role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia

“…Besides self-efficacy, another important factor that influences the quality of vocational teacher learning is the intimacy of digital technology (DTI) support the learning process Besides self-efficacy, another important factor that influences the quality of vocational teacher learning is the intimacy of digital technology to support the learning process [36], [37]. Good literacy skills and digital technology will strengthen their confidence in managing 21st century learning [10], [36], [38], [39].…”