Nurturing Future Educators: the Crucial Role of Well-being in Pre-service Teachers

Abstract

Educators play a fundamental role in students' development, highlighting the necessity of comprehending various dimensions of teacher well-being. This study focuses on emotional, psychological, social, spiritual, self-awareness, and physical well-being among pre-service teachers to enhance their training and overall effectiveness. A stratified random sampling method was employed, surveying 800 pre-service teachers from four districts. A tool by Dr. Vijaya Lakshmi Chauhan and Dr. Varsha Sharma (2018) was utilized to gauge well-being dimensions. Findings revealed that pre-service teachers exhibited average well-being levels, with varying dimensions ranking differently. Emotional well-being held the highest rank, followed by self-awareness, spiritual, social, and physical well-being. Psychological well-being ranked lowest, suggesting a need for greater mental health support. Significant differences were observed in well-being across variables like age, locality, medium of instruction, and education qualification, while gender, subject specialization, parental education, and occupation showed minimal variation. Modules focusing on stress management, resilience, and self-awareness are pivotal for preparing future educators holistically. Prioritizing pre-service teacher well-being ensures not only their mental health but also fosters positive, supportive learning environments that benefit students' engagement and success.