The relationship between professional identification, basic psychological needs and the well-being among teacher education students

Profesionalni je identitet relativno trajno vjerovanje koje se razvija na osnovi vrijednosti, stavova i iskustava proizašlih iz profesionalne uloge. U ovom se radu ispituje prisutnost profesionalne identifikacije tijekom završnih godina učiteljskog studija. Cilj je istraživanja bio provjeriti povezanost profesionalne identifikacije, zadovoljstva studijem i psihološke dobrobiti studenata. Pretpostavljeno je da će studenti, kojima su zadovoljene psihološke potrebe na studiju, ujedno biti zadovoljniji studijem te imati višu razinu profesionalne identifikacije s učiteljskom profesijom. U konačnici će takvi zadovoljni i zadovoljeni studenti, koji dobivaju znanje za ono što žele raditi na način koji im zadovoljava potrebe, a time i intrinzičnu motivaciju, imati višu razinu psihološke dobrobiti, odnosno vodit će sretniji i ispunjeniji život. U istraživanju, koje je provedeno za vrijeme ljetnog semestra akademske godine 2020/2021., sudjelovalo je ukupno 112 studenata četvrte i pete godine Učiteljskog fakulteta u Zagrebu od kojih su 44 studenta s četvrte godine studija te 68 studenata s pete godine studija. Njih 50 pohađalo je nastavu na Učiteljskom fakultetu u Zagrebu, 42 studenta pohađala su nastavu u Petrinji, a 20 u Čakovcu. Ispitivane su varijable uključivale autonomiju, kompetentnost, povezanost s kolegama, povezanost s profesorima, profesionalnu identifikaciju, zadovoljstvo studijem te ostvarenje psihološkog procvata. Postavljene su hipoteze djelomično potvrđene. Rezultati su pokazali da su studentima na studiju zadovoljene temeljne psihološke potrebe. Uglavnom se već tijekom studiranja osjećaju kao učitelji, zadovoljni su studijem i životom. Jedina se značajna razlika između studenata pete i četvrte godine pokazala u zadovoljenju potrebe za kompetencijom. Ova je potreba izraženija kod studenata pete godine. Studenti, koji procjenjuju da na studiju imaju slobodu odlučiti kako će učiti i izvršavati svoje obaveze (autonomija) te se osjećaju povezanim s drugim kolegama i profesorima (bliskost), ujedno su i zadovoljniji studijem. Studenti, koji su zadovoljniji studijem, više se identificiraju s učiteljskom profesijom. Zadovoljenost potrebe za autonomijom i kompetencijom na studiju te profesionalna identifikacija značajno predviđaju psihološki procvat.Professional identity is a relatively enduring belief that develops through the values, attitudes, and experiences derived from a professional role. This paper examines the presence of professional identification during the final years of teacher education. The purpose of the research was to check the connection between professional identification, study satisfaction and psychological well-being of students. It was assumed that students who have met the psychological needs of the study will also be more satisfied with the study and have a higher level of professional identification with the teaching profession. Ultimately, such satisfied students, who receive education for what they want to do in a way that meets the needs and thus intrinsic motivation, will have a higher level of psychological well-being, or lead a happier and more fulfilled life. The research, conducted during the summer semester of the 2020/2021 academic year, involved a total of 112 fourth- and fifth-year students at the Faculty of Teacher Education in Zagreb, of whom 44 were fourth-year students and 68 were fifth-year students. 50 of them attended classes at the Faculty of Teacher Education in Zagreb, 42 students attended classes in Petrinja and 20 in Čakovec. The variables examined included autonomy, competence, connection with colleagues, connection with teachers, professional identification, satisfaction with studies, and achievement of psychological prosperity. The hypotheses set are partially confirmed. The results showed that the students' basic psychological needs were met, they mostly already feel like teachers during their studies, they are satisfied with their studies and life. The only significant difference between fifth and fourth year students is in the satisfied need for competence. It is more pronounced in fifth year students. Students, who assess that they have the freedom to decide how to study and perform their duties (autonomy) and feel connected to other colleagues and teachers (closeness) are more satisfied with the study. Students who are more satisfied with their studies also identify more with the teaching profession. Satisfaction of the need for autonomy and competence in the study and professional identification significantly predict psychological prosperity