Well-Being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-Efficacy During the COVID-19 Pandemic

Author:

Lee Alfred S. Y.1ORCID,Fung Wing Kai2ORCID,Daep Datu Jesus Alfonso3ORCID,Chung Kevin Kien Hoa4

Affiliation:

1. Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong

2. School of Education, Liverpool Hope University, UK

3. Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong

4. Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong

Abstract

The present study aims to (1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and (2) explore how different profiles are linked with teachers’ self-efficacy. Participants were 291 pre-service teachers ( Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers’ self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers’ well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers’ well-being (i.e., SWB and PWB) to maintain their teachers’ self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers’ well-being and self-efficacy.

Funder

Faculty of Education and Human Development, The Education University of Hong Kong under the Strategic Area 7: Positive Education in Early Childhood Grant

Publisher

SAGE Publications

Subject

General Psychology

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