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

Abstract Supporting mental and physical well-being during adolescence is critical for positive individual development and growth (Aston, 2018; Borland et al., 2022). Influenced by factors such as schooling, family dynamics, and social media (Žukauskienė, 2014), well-being has become increasingly relevant in the Irish post-primary curriculum following recent educational reforms. Designated as one of the core principles of lower secondary education (DES, 2015), well-being is guided by the National Council for Curriculum and Assessment (NCCA) Wellbeing Guidelines (NCCA, 2017, 2021), which offer strategies for implementing cohesive school programmes. Due to a keen interest in well-being and its close but not always apparent links to technology education, this mixed-methods study explored pre-service technology teachers’ preparedness to teach and promote well-being in Irish post-primary schools. Employing a mixed-methods approach, data were collected from final-year pre-service technology teachers via online surveys (Phase 1) and online semi-structured interviews (Phase 2). The findings indicate that while participants expressed interest in teaching well-being, many felt unprepared and lacked a deep understanding of the area, particularly within the curriculum. Challenges identified include curriculum overload, assessment pressures, and varying levels of teaching experience. Teacher well-being emerged as a significant issue, with high stress impacting classroom effectiveness. However, opportunities for promoting well-being were also noted, including extracurricular activities and the availability of targeted resources. This study highlights the complexity of integrating well-being into technology teaching and the need for systemic support across the whole school community. Recommendations emphasise the importance of resources, policy adjustments, and enhanced initial teacher education (ITE) to address these challenges, ensuring well-being is effectively promoted within Irish post-primary schools.