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.

Cavioni, V., Toto, G., Ornaghi, V. (2023). Portraits of pre-service special education teachers: Perspectives on wellbeing and its association with self-efficacy and work engagement. INTERNATIONAL JOURNAL OF EMOTIONAL EDUCATION., 15(2), 21-36 [10.56300/VHRV8364].

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

Cavioni, V
;
Ornaghi, V
2023

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.
Articolo in rivista - Articolo scientifico
cluster analysis; mental health; self-efficacy; teachers’ well-being; work engagement;
English
23-nov-2023
2023
15
2
21
36
open
Cavioni, V., Toto, G., Ornaghi, V. (2023). Portraits of pre-service special education teachers: Perspectives on wellbeing and its association with self-efficacy and work engagement. INTERNATIONAL JOURNAL OF EMOTIONAL EDUCATION., 15(2), 21-36 [10.56300/VHRV8364].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/451618
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