Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being

Abstract

Teachers struggle with notably poor occupational health and well-being. Although social and emotional competencies (SECs) are posited to promote teachers’ occupational health and well-being, a direct test of these associations is needed to identify targets for intervention. The present study tested the associations between SECs and occupational health and well-being in a sample of 158 pre-service teachers. Results indicated that when tested individually, all SECs predicted some outcomes, but mindfulness skills, self-compassion, and cognitive reappraisal were the most consistent predictors across outcomes. Findings have implications for pre-service training programs, which aim to prepare individuals for successful careers as educators.