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. Copyright © 2022 The Author(s).
|Early online date||Oct 2022|
|Publication status||E-pub ahead of print - Oct 2022|
CitationLee, A. S. Y., Fung, W. K., Daep, J. A. D., & Chung, K. K. H. (2022). Well-being profiles of pre-service teachers in Hong Kong: Associations with teachers’ self-efficacy during the COVID-19 pandemic. Psychological Reports. Advance online publication. doi: 10.1177/00332941221127631
- Latent profile analysis
- Teachers’ self-efficacy
- Pre-service teachers
- Teachers ’well-being