Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design

Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design

• Lee, Alfred Sing Yeung The Education University of Hong Kong
• Fung, Wing Kai Liverpool Hope University
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Asia-Pacific Education Researcher, 2023

Springer

2023

• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Positive Psychology Mental Health PERMA Model of Well-being Kindergarten Quality Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Teachers’ well-being and self-efficacy are two important factors linked to quality education. Recent research examining their bidirectionality has revealed inconsistent findings, while those examining the relationships among pre-service and in-service teachers are scarce. This study investigates the reciprocal relationships between teachers’ well-being and self-efficacy in a sample of Hong Kong early childhood education teachers. Participants were 155 pre-service (n = 77) and in-service (n = 78) teachers (Mage = 23.97, SD = 4.46, female = 92.9%). Participants reported their teachers’ well-being (PERMA model including positive emotion, engagement, relationship, meaning, and accomplishment) and teachers’ self-efficacy at two-time points. The results from the cross-lagged panel model revealed that teachers’ self-efficacy at baseline significantly predicted all aspects of prospective well-being except for engagement. In contrast, none of the teachers’ well-being components significantly predicted later teachers’ self-efficacy, except for accomplishment. The associations between teachers’ self-efficacy and well-being were invariant across pre-service and in-service teachers. The results underscored the importance of teachers’ self-efficacy in facilitating teachers’ well-being. The findings also highlight the utility of intervention efforts targeting teachers’ self-efficacy and well-being, especially in promoting teachers’ accomplishment, at an early stage of their careers. Copyright © 2023 De La Salle University.

• English

Journal Articles

• 01195646

• 10.1007/s40299-023-00756-8

https://bibliography.lib.eduhk.hk/en/bibs/d45065f0

2023-10-18