Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment

This study examines the motivational and behavioral profiles of 677 pre-service teachers in Australia. The motivational characteristics assessed include autonomous motivation, controlled motivation, and teacher self-efficacy, whereas the behavioral characteristics assessed include engagement coping and disengagement coping. Latent profile analysis identified four profiles for the participating pre-service teachers: Low Functioning (24.2 %), Vulnerable (31.8 %), Low Motivation (6.9 %), and High Functioning (37.1 %). These profiles differed in their psychological wellbeing and occupational commitment and varied by gender and the completion status of professional experience. We discuss implications for enhancing pre-service teachers' commitment and wellbeing by supporting their motivational and coping characteristics. • Four latent profiles of pre-service teachers' motivational and behavioral characteristics were identified. • Pre-service teachers in the High Functioning profile displayed the highest levels of psychological wellbeing and occupational commitment. • More than 60 per cent of pre-service teachers lacked optimal motivation to teach and coping mechanisms to address challenges. • Findings highlighted examining these characteristics, facilitating targeted interventions and training programs.