Social and emotional learning in teacher preparation: Pre-service teacher well-being

Teachers' social and emotional competence has influenced the recruitment, preparation, and retention of teacher candidates. Latent growth models assessed the growth trajectories of pre-service teachers' (N = 305) reported levels of psychological well-being during four years of teacher preparation. Ryff's 54-item scale, six sub-domain model, of eudaimonic psychological well-being was used. Results indicated there were longitudinal mean changes in the six sub-domains across four years: autonomy showed a significant increase; environmental mastery, positive relations with others, and purpose in life all decreased significantly; self-acceptance and personal growth showed non-significant decreases. Evidence-based teacher preparation programs are needed to develop pre-service teachers' academic, social, and emotional learning. •Growth trajectories of pre-service teachers' reported levels of psychological well-being were examined.•Results indicated there was longitudinal mean change in the six dimensions across the four years.•Environmental mastery, positive relations with others, and purpose in life all decreased significantly.•Autonomy showed a significant increase. Self-acceptance and personal growth showed non-significant decreases.•High quality research evaluating interventions to improve teacher well-being and SEL are needed.