From Practice to Profession: Pre-Service Teachers' Satisfaction with Their Placement Predicts Higher Teaching Efficacy and Commitment to the Profession

Teachers' occupational health and well-being have implications for student outcomes such as academic achievement and social and emotional development (Braun, Schonert-Reichl, & Roeser, 2020). However, little research has investigated the impact of teacher training on pre-service teachers' occupational health and well-being. In the current study, we investigated the following research questions: 1) Are pre-service teachers' experiences in their placement associated with their experiences of occupational health (i.e., burnout, teaching efficacy, and commitment to the profession)? 2) Are pre-service teachers' experiences in their placement associated with their experiences of personal well-being (i.e., depression and flourishing)? Data from pre-service teachers' (N = 158) reports of their training experiences, occupational health, and personal well-being are presented. Regression models tested whether pre-service teachers' placement experiences were associated with occupational health and well-being. Placement satisfaction was positively associated with both teaching efficacy and commitment to the profession, with a marginal negative association with depression.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2025

Author dc:creator

• Westbrooks, Avery Kyle

Advisor dc:contributor.advisor

• Braun, Summer S.

Contributors dc:contributor

• Gilpin, Ansley T.
• Hooper, Alison L.
• Barth, Joan M.

• Internship
• Occupational health
• Placement Satisfaction
• Pre-service Teachers
• Teacher well-being

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

1189298

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/17594