Our research on Early Career Teacher Motivation and Well-being examines factors that impact student teachers’ (STs) motivation, well-being, performance, and commitment to the teaching profession. To date this research has identified and yielded information about: (a) STs’ sources of stress and methods of coping with stress, (b) relationships between STs’ beliefs about practices advocated within their teaching programs and their effectiveness at implementing these techniques in classroom settings, and (c) the impact of perceived stress on STs’ motivation, well-being, and effectiveness. This research serves to inform our knowledge of how contextual and internal factors facilitate or hinder STs’ motivation, well-being, and performance throughout their practicum programs.
