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<p>Recent work has highlighted well-being as a critical factor in teachers’ career development and retention. However, there is limited empirical evidence on well-being before career entry and even less on potential academic well-being profiles. Using person-centered analyses, we identified six academic well-being profiles among 2867 Austrian pre-service teachers, including two adaptive, two mixed, and two maladaptive profiles. We also tested several factors (e.g., practicum quality, teaching self-efficacy) that predicted profile membership in distinct ways. In alignment with Job Demands-Resources theory, contextual and personal resources were positively related to membership in more adaptive academic well-being profiles. Some profiles also differed in levels of initial teacher education quitting intentions and profession quitting intentions with more favorable values for more adaptive profiles. The results call for well-being interventions that are specific to the unique nature of the different profiles.</p>

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Academic well-being profiles of pre-service teachers: links with resources and retention-related outcomes

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月22日

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  • Manuela Haldimann,
  • Rebecca J. Collie,
  • Tina Hascher,
  • Doreen Flick-Holtsch

摘要

Recent work has highlighted well-being as a critical factor in teachers’ career development and retention. However, there is limited empirical evidence on well-being before career entry and even less on potential academic well-being profiles. Using person-centered analyses, we identified six academic well-being profiles among 2867 Austrian pre-service teachers, including two adaptive, two mixed, and two maladaptive profiles. We also tested several factors (e.g., practicum quality, teaching self-efficacy) that predicted profile membership in distinct ways. In alignment with Job Demands-Resources theory, contextual and personal resources were positively related to membership in more adaptive academic well-being profiles. Some profiles also differed in levels of initial teacher education quitting intentions and profession quitting intentions with more favorable values for more adaptive profiles. The results call for well-being interventions that are specific to the unique nature of the different profiles.