Sequential mixed-methods study reveals teacher candidates develop well-being literacy, suggesting improved preparation programs.
The sequential explanatory mixed-methods study explored how teacher candidates (TCs) develop well-being literacy (WL) as a capability for sustaining resilience, managing stress, and preventing burnout. Data were collected from a pre-apprenticeship happiness course using a WL rubric to assess knowledge, language, awareness, reflection, and action among 86 TCs. Quantitative results showed scores above the benchmark in all domains, with knowledge and language as the strongest areas and action to support well-being as the most limited. Qualitative findings reinforced these results, highlighting that TCs expressed strong intentions to apply WL in professional practice but had limited opportunities to enact it. Findings suggest WL develops gradually, moving from awareness and reflection to aspirational action. Implications emphasize embedding WL in teacher preparation programs to foster resilience, strengthen professional identity, and support long-term sustainability in teaching.
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Brooks et al. (2026) studied this question.
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