Author: Dr. V. Jelsia Jabamani
DOI Link: https://doi.org/10.70798/Bijmrd/04050002
Abstract: Psychological well-being has emerged as a significant area of concern in teacher education, particularly among student teachers preparing for professional responsibilities in educational institutions. Student teachers enrolled in Bachelor of Education (B.Ed.) and Master of Education (M.Ed.) programmes often experience multiple academic, emotional, and professional demands that influence their psychological well-being. This conceptual paper examines the role of academic motivation, emotions, burnout, stress, and resilience in shaping the psychological well-being of student teachers studying in teacher education institutions in Tiruchirappalli District, Tamil Nadu. Academic motivation serves as a driving force for sustained engagement and achievement, while emotional regulation supports healthy interpersonal and intrapersonal functioning. Conversely, prolonged academic pressure may lead to stress and burnout, negatively affecting mental health and academic performance. Resilience functions as a protective factor that enables student teachers to cope with challenges and maintain balance. This paper reviews existing literature, proposes a conceptual framework, and highlights the interrelationship among these variables in the context of teacher education. The study emphasizes the need for institutional support systems, counselling services, and well-being-oriented pedagogical practices to promote the holistic development of future teachers. The findings of this conceptual exploration are expected to contribute to strengthening teacher education programmes and improving the psychological preparedness of student teachers. The paper also recommends institutional interventions for promoting emotional health and sustainable professional development among future teachers.
Keywords: Psychological Well-Being, Student Teachers, Academic Motivation, Emotions, Burnout, Stress, Resilience, Teacher Education
Page No: 7-16