The Role of Social Support and Professional Identity in the Development of Preservice Special Education Teachers in Kuwait

Document Type : Original Article

Authors

1 أستاذ التربية الخاصة المشارك، قسم التربية الخاصة، كلية التربية الأساسية، الهيئة العامة للتعليم التطبيقي والتدريب، دولة الكويت

2 رئيس قسم وخبير لغة الإشارة في مدارس التربية الخاصة، دولة الكويت

Abstract

This study investigates the association between social support and professional identity of preservice special education teachers in Kuwait. The study focuses on the types of support, sources, and their influence on teachers’ professional identity and career. A quantitative cross-sectional approach was adopted, and data were gathered from 250 participants using a questionnaire. The results reflect very strong support from the Special Education Department, families, and peers. They point to family support as the strongest influential factor in developing a sense of commitment and passion for the profession. Peer support demonstrated variations which indicate a need for addressing and fostering feelings of belonging. By using factor analysis, two major dimensions of professional identity were identified: “Commitment and Passion for Special Education” and “Beliefs and Ethical Understanding in Special Education.” These dimensions are representative of local cultural values. The study concludes with practical recommendations aimed at strengthening support for preservice special education teachers. Specifically, better training and professional preparation can enhance the achievement of students and the educational environment.
 
Keywords: Social Support; Professional Identity; Special Education.
 

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