The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

Teachers’ psychological and social well-being has become a relevant concern for the educational community. Specifically, damage to it affects preservice teachers (PSTs) when confronting challenges during their initial teacher education. PSTs’ is related self-perceptions of professional worth, which impacts emotional states, actions, beliefs. Perceived self-efficacy well-known indicator measure these self-perceptions, allowing us explore valuation competence experiential opportunities development. The practicum considered investigating perceived predictors, since direct performance can be observed. This context also allows exploration satisfaction with development training environment. study analyzes predictors job experiences. A mixed methodological design was selected 258 PSTs participating in quantitative part nine qualitative part. Descriptive, correlational, inferential statistical analyses two focus group sessions were conducted. findings show changes are generated by interactions mastery Changes self-efficacy, one’s competence, school environment significantly. Our conclusions highlight role mentoring caring improving experience. importance avoid stressful situations first stages prevent burnout service considered. Research implications lines proposed further discussed.