The influence of resilience and perceived social support on life satisfaction among teacher trainees with visual impairment in selected teacher education colleges of the Amhara Region, Ethiopia

Abstract This study investigated the influence of resilience and perceived social support on the life satisfaction of trainees with visual impairment. A cross-sectional survey design within a quantitative research approach was employed. A total of 105 trainees with visual impairment were selected through comprehensive sampling from six purposively selected teacher education colleges. Data were collected using structured questionnaires. Descriptive statistics, Pearson’s correlation, and multiple regression analysis were used to analyze the data. Results revealed that both resilience ( r = .574, p < .001) and perceived social support ( r = .349, p < .001) had significant positive relationships with life satisfaction. Furthermore, the multiple regression analysis indicated that resilience (B = 0.899, p < .001) and perceived social support (B = 0.142, p < .001) were significant predictors, jointly explaining 37.3% of the variance, with resilience accounting for a larger proportion (33%) than perceived social support (4.3%). The study concludes that resilience and perceived social support are important psychosocial resources associated with higher life satisfaction among trainees with visual impairment, with resilience demonstrating a comparatively stronger predictive contribution. It recommends that teacher education colleges implement programs to foster resilience and strengthen social support networks to enhance students’ life satisfaction.