Haldimann, Manuela (2025). Well-Being of Pre-Service Teachers: Investigating Its Multidimensionality and Exploring Profiles. (Thesis). Universität Bern, Bern

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Abstract

While teacher well-being is crucial for teachers to thrive and for student success, the well-being of pre-service teachers remains understudied. Pre-service teacher well-being might support their learning during initial teacher education (ITE) and might be linked with their well-being after career entry. This dissertation advances knowledge of pre-service teacher well-being through three studies employing multidimensional, context-specific, and person-centered approaches. Study 1 extends the multidimensional model of scholastic well-being (Hascher, 2004, 2023) to ITE and adapts the teacher well-being questionnaire (Hascher, 2020) to pre-service teachers. Analysis of data from 1,749 pre-service teachers across Switzerland, Germany, and Austria revealed strong psychometric properties for five out of six well-being dimensions (positive attitudes towards ITE, enjoyment of ITE, positive academic self-concept regarding ITE, worries about ITE, and physical complaints related to ITE). The dimension of social problems in ITE was removed from all analyses due to insufficient reliability. In two subsequent studies, well-being profiles were explored by applying latent profile analysis to a sample of 989 Swiss pre-service teachers (Study 2) and a sample of 2,867 Austrian pre-service teachers (Study 3). Five well-being profiles were identified in Study 2 and six in Study 3 (adaptive, maladaptive, and mixed profiles). The profiles across both samples broadly corresponded, strengthening their construct validity. Several pre-service teacher characteristics were related with well-being profiles. Moreover, in Study 3, pre-service teachers reporting higher levels of ITE resources (practicum quality and practicum-university coherence) and personal resources (teacher self-efficacy) were more likely to belong to adaptive well-being profiles than maladaptive ones. In turn, the well-being profiles differed in terms of retention-related outcomes (ITE quitting intentions and profession quitting intentions), demonstrating the importance of promoting pre-service teacher well-being for teacher retention. The findings call for the development of multidimensional intervention studies to boost positive well-being dimensions and reduce negative ones, tailored to the specific needs of the distinct well-being profiles. Directions for future research in this little-explored yet promising research field are discussed.

Item Type:	Thesis
Dissertation Type:	Cumulative
Date of Defense:	13 March 2025
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
Institute / Center:	07 Faculty of Human Sciences > Institute of Education
Depositing User:	Hammer Igor
Date Deposited:	10 Apr 2025 09:07
Last Modified:	10 Apr 2025 12:34
URI:	https://boristheses.unibe.ch/id/eprint/5996

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