Preservice Teachers' Profiles of Emotional Competencies: Associations With Stress, Anxiety, and Emotional Exhaustion During Practicum

ABSTRACT This study investigates preservice teachers' profiles of intrapersonal emotional competencies (ECs) and their associations with perceived stress, anxiety, and emotional exhaustion during the practicum. Three hundred twenty‐six Belgian preservice teachers completed questionnaires on ECs, stress, anxiety, and emotional exhaustion. Latent Profile Analysis identified four distinct profiles of ECs: High Emotional Competencies, Moderate Emotional Competencies, Poor Identification, and High regulation. Perceived stress was the highest in the two last profiles, while the profile with higher ECs had less stress and anxiety. Results are discussed related to limitations of the study. Future research on preservice teachers, and practical implications for preservice teachers' initial training are provided.