An exploration of pre-service technology teachers perceived preparedness to teach and promote well-being within Irish post-primary schools

The support and development of mental and physical well-being during adolescence is vital for the positive development and growth of the individual (Aston, 2018, Borland et al., 2022). This can be affected by day to day contexts or issues such as schooling, the absence of a supportive parent or a split family setting, and the internet (Žukauskienė, 2014). Due to the reform of the Junior Certificate programme in recent years, well-being is an area that is becoming more relevant in the Irish curriculum and is now one of the “principles that underpin Junior Cycle education” (DES, 2015, p22). The NCCA Wellbeing Guidelines (NCCA, 2021, NCCA, 2017) provide information on how well-being should be introduced into the curriculum of post?primary schools by providing guidance on how to plan and execute a cohesive well-being programme. Set against this context and guided by four main research questions, this study aimed to explore pre-service technology teachers perceived preparedness to teach and promote well-being within Irish post-primary schools.

This study was a mixed-methods design, consisting of two phases and two different data collection methods. Data was collected from pre-service technology teachers, in their final year of study. Phase 1 data was collected using an online survey, while Phase 2 data was collected through online semi-structured interviews. Creswell and Creswell (2017) propose that mixed methods studies are helpful for “utilizing the strengths of both qualitative and quantitative research” (p. 188) and minimise the weaknesses of both. Tashakkori et al. (2020) argue that both methods complement each other as research studies with one method can sometimes be inaccurate due to a lack of depth. Therefore, mixing both methods can enhance the findings to paint a “more accurate overall picture” (Tashakkori et al., 2020)(p. 19).

The findings of this current study suggest that many participants expressed a willingness and interest in teaching and promoting well-being, but this was accompanied by a perceived lack of preparedness and understanding of the subject content associated with well-being in general and at Junior Cycle level. All the school community was highlighted as having a responsibility in the teaching and promotion of well-being. For example, the role of teachers, students, management, and school as a whole were discussed. Challenges to the teaching and promotion of well-being arose from the curriculum, particularly assessment, curriculum overload, and too little or too much teaching experience. Teacher well-being also emerged as a key challenge to the teaching and promotion of well-being. The nature of a teachers role can often lead to high stress, which can inhibit a teacher’s effectiveness in the classroom. Potential opportunities arose for the teaching and promotion of well-being through funding to support mental health and well-being activitiesin schools, extra-curricular activities and the benefits of their inclusion in student’s life, and the provision of teaching and learning resources to provide opportunities for the teaching and promotion of well-being across the whole school.

The study gives an empirical insight into the complexities associated with the teaching and promotion of well-being. It highlights the subjective nature of well-being while also highlighting significant challenges and opportunities associated with teaching and promoting well-being within Irish post-primary schools and ITE programmes. The findings have implications for policy, practice, and research, particularly concerning the necessity to provide support and resources to the teaching and learning of well-being within ITE and support at a whole post-primary school level to aid with the integration of well-being.