Associations of Self-Perceived Competence, Well-Being and Sense of Belonging among Pre- and In-Service Teachers Encountering Children with Diverse Needs

Autor/inn/en	Nislin, Mari; Pesonen, Henri
Titel	Associations of Self-Perceived Competence, Well-Being and Sense of Belonging among Pre- and In-Service Teachers Encountering Children with Diverse Needs
Quelle	In: European Journal of Special Needs Education, 34 (2019) 4, S.424-440 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1533093
Schlagwörter	Foreign Countries; Preservice Teachers; Self Efficacy; Well Being; Special Education Teachers; Sense of Community; Burnout; Participation; Preservice Teacher Education; Inservice Teacher Education; Differences; Student Diversity; Hong Kong; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Teilnahme; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Unterscheiden; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01