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

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http://hdl.handle.net/10138/314208

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Nislin , M & Pesonen , H 2019 , ' 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 , vol. 34 , no. 4 , pp. 424-440 . https://doi.org/10.1080/08856257.2018.1533093

Title: Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs
Author: Nislin, Mari; Pesonen, Henri
Contributor: University of Helsinki, The Education University of Hong Kong
University of Helsinki, Department of Education
Date: 2019-08-08
Language: eng
Number of pages: 17
Belongs to series: European Journal of Special Needs Education
ISSN: 0885-6257
URI: http://hdl.handle.net/10138/314208
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.
Subject: 516 Educational sciences
Diverse needs
special education
sense of belonging
well-being
competence
inclusion
teacher education
DEMANDS-RESOURCES MODEL
JOB DEMANDS
WORK ENGAGEMENT
BURNOUT
SCHOOL
EFFICACY
EDUCATION
PREDICT
SATISFACTION
ADOLESCENTS
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