Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being

Abstract

The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers’ future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. The findings emphasize how teacher candidates differ qualitatively in their pattern of “starting competence” what may have consequences with regard to specific interventions.

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