Recent research illustrates several gaps in understanding about teacher experiences of professional well-being, as well as how teachers understand and define their well-being. Given the limited understanding of the construct and correlates of teacher well-being and the omission of theoretical models in the development of prevention efforts and supports for teachers' mental health, it is valuable to investigate the translation and application of positive psychological well-being perspectives to better understand optimal teacher functioning. Using an explanatory sequential mixed-methods design, the purpose of this study was to explore teacher well-being and its influence on teacher burnout/attrition. Latent Class Analysis (LCA) was used to analyze data collected from a 76-item survey completed by 131 early childhood teachers. Follow-up interviews were conducted with 13 teachers to confirm or identify discrepancies within the quantitative results. Findings from the survey data and interview data revealed three profiles of Early Childhood Special Education (ECSE) teacher well-being, and qualitative interviews suggested that well-being related needs of these teachers varied. The results of this study address several gaps in the research and provide practical information for practitioners, researchers, and policymakers.

最近的研究表明，人们在理解教师的职业幸福感以及教师如何理解和定义他们的幸福感方面存在一些差距。鉴于对教师幸福感的构建和相关性的理解有限，以及在发展预防工作和支持教师心理健康方面理论模型的遗漏，研究积极心理幸福感视角的转化和应用是有价值的。更好地了解教师的最佳运作。本研究的目的是采用解释性顺序混合方法设计，探讨教师幸福感及其对教师倦怠/流失的影响。潜在班级分析 (LCA) 用于分析从 131 名幼儿教师完成的 76 项调查中收集的数据。对 13 名教师进行了后续访谈，以确认或识别定量结果中的差异。调查数据和访谈数据的结果揭示了幼儿特殊教育 (ECSE) 教师幸福感的三种概况，定性访谈表明这些教师的幸福感相关需求各不相同。这项研究的结果解决了研究中的一些空白，并为从业者、研究人员和政策制定者提供了实用信息。