Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Mari Anneli NISLIN, Henri PESONEN

Research output: Contribution to journalArticle

Abstract

In this article, we sought to determine the extent to which pre-service and in-service teachers' self-perceived competence is associated with sense of belonging and well-being during special education teacher studies, as well as determine whether there are differences among these factors between pre-service and in-service teachers. These are areas in which there is currently a shortage of research. Our data were collected using a survey with close-ended questions. The respondents consisted of 58 in-service and 29 pre-service teachers, aged 21–56 years. Data were analysed utilising quantitative methods. The findings revealed that the respondents demonstrated generally high levels of engagement and low to moderate levels of burnout. The results further indicated that the respondents reported themselves to be most competent when dealing with children of drug-related family abuse and less competent in working with children with severe disabilities. Although well-being and self-perceived competence were associated, we could not find any association between these factors and the sense of belonging. Given the theoretical and empirical evidence, a deeper understanding of the factors relating to teachers' ability to encounter diverse needs is unquestionably needed. The key findings are discussed in detail, and practical implications for teacher education are given. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)424-440
JournalEuropean Journal of Special Needs Education
Volume34
Issue number4
Early online dateOct 2018
DOIs
Publication statusE-pub ahead of print - Oct 2018

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Mental Competency
well-being
teacher
Special Education
Aptitude
Disabled Children
severe disability
burnout
quantitative method
special education
shortage
Surveys and Questionnaires
abuse
Research
Pharmaceutical Preparations
drug
ability
evidence
education
Group

Bibliographical note

Nislin, M., & Pesonen, H. (2018). Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs. European Journal of Special Needs Education. Advance online publication. doi: 10.1080/08856257.2018.1533093

Keywords

  • Diverse needs
  • Special education
  • Sense of belonging
  • Well-being
  • Competence
  • Inclusion
  • Teacher education