Search results for: Dreer Benjamin

To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers. A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine. The study found that relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.