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

IF 0.5 Q4 PSYCHOLOGY, EDUCATIONAL

International Journal of Emotional Education Pub Date : 2023-11-01 DOI:10.56300/vhrv8364

V. Cavioni, G. Toto, V. Ornaghi

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引用次数: 0

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

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职前特殊教育教师的肖像：关于幸福感及其与自我效能和工作投入的关系的观点

教师的幸福感是一个至关重要的问题，对教学效果和学生成绩有着重要影响。然而，有关职前教师幸福感的文献却存在着明显的空白。此外，关于未来特殊教育教师所面临的独特挑战的研究也很少。本研究通过探讨职前特殊教育教师的幸福感及其与自我效能感和工作承诺的关系，填补了这一双重空白。本研究收集了 133 名参加高中特殊教育教师专业课程的职前教师（平均年龄 = 38.14 岁；sd = 8.25 岁）的样本数据。通过聚类分析，我们确定了基于心理健康、感知压力和抗压能力 z 分数的三种不同特征。我们进一步探讨了所确定的幸福感特征与自我效能感和工作参与度之间的关系。研究结果为改进教育政策、个性化教师培训计划和早期支持结构提供了有价值的见解，以培养教育工作者的幸福感，使他们具备必要的技能，在复杂的特殊教育环境中游刃有余。关键词：教师幸福感；心理健康；自我效能；工作投入；聚类分析

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来源期刊

International Journal of Emotional Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.70

自引率

0.00%

发文量

审稿时长

25 weeks

期刊介绍： It is a peer-reviewed, international, electronic journal providing space for high quality, empirically based papers on effective intervention and evaluation in the area of emotional education. The journal has special issues dedicated to specific topics in emotional education, and a book review section. Some of the areas related covered by the journal include amongst others emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional literacy, social and emotional competence, social, emotional and behaviour difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behaviour management and behaviour modification, teaching and learning.