期刊論文
Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design
EdLink- Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design
- Springer
- 2023
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- Hong Kong
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- 1997.7 onwards
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- 學前教育
- 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.
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- 英文
- 期刊論文
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- 01195646
- https://bibliography.lib.eduhk.hk/tc/bibs/d45065f0
- 2023-10-18
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