This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η² = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η² = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Teaching has often been discussed as skills hence teacher education is focused on promoting a certain set of competencies. The changing view of education has turned researchers to study the internal factor of teachers to account for teaching behavior that benefits learners. The current study is underpinned by self-determination theory (Ryan & Deci, 2000). It aims to identify work engagement as a significant factor that affect teachers to adopt teaching behavior that effectively supports learners, it also explores teachers social support behavior. It is a mixed method study including an investigation based on psychological measurement and a qualitative study based on interview. The paper first reports a survey study which is based on 309 Hong Kong junior secondary school teachers. The path analysis results showed that Work Engagement fully mediates the impact of Autonomy and Competence, as two factors of Psychological Need Satisfaction at Work, on teachers' Social Support giving. It then reports an interview study on twenty teachers as the second part study. The content analysis results suggest that social support is featured by teachers' use of questioning, dialogical feedback, authentic interaction, and metacogntive teaching in the classroom. Enabling learners to pursue a good life are identified as a common goal of teaching. The study provides a theoretical framework to explain teachers' engagement behavior. It contributes an important perspective that effective teaching and teaching competencies should be generated internally, suggesting that basic need satisfaction should be promoted as it support teacher development and student learning positively. The study also has important implications to make on teacher education and training. Copyright © 2022 RPIC.

Based on self-determination theory (SDT), this study examines the relationships of Basic Psychological Need (autonomy, competence, and relatedness) at Work (BPNW), Social Support Giving (SS), and Well-being measured by Psychological Meaningfulness, Health and Work Engagement. It addresses human beings’ integration in social environment, highlighting eudemonia satisfaction as the core of well-being. Results based on a survey on 309 Hong Kong teachers revealed that BPNW significantly predicts all the well-being indicators, the predictive patterns are mostly consistent with SDT. The results also inform that BPNW (competence and relatedness) predicts SS, and SS significantly predicts well-being. The study suggests the influential role of BPNW on teachers’ well-being, it endorses social support as an important instructional behaviour that would benefit teacher development. Implications to the development of SDT and enhancement programs promoting BPNW to boost teachers’ wellbeing will be discussed. Proposals to strengthen learning and teaching in school policies and practice are suggested. Copyright © 2021 HKERA-APERA International Conference.

Social support is a feature of instructional behaviour, it is an engaged behaviour of enthusiastic teachers. As an altruistic behaviour, teachers’ social support to students has been regarded as a factor that impact teachers’ well-being, however, this factor has yet to explore. The present study attempts to fill such research gap. The paper first reports a survey study based on 309 Hong Kong teachers. The path analysis results showed that Psychological Need Satisfaction at Work (BPNW) significantly predicts the three indicators of well-being, i.e. Psychological Meaningfulness, Health and Work Engagement. The predictive patterns of BPNW on well-being are mostly consistent. The results also suggested that the mediating effects of social support between BPNW and well-being indicators are small. Given the positive correlations with both BPNW and well-being indicators, social support can be regarded as an instructional behaviour that would benefit teacher development. The second part of the paper reports interviews of a sample of 15 teachers. Content analysis suggests that teachers’ source of satisfaction has largely derived from engaging with students, such as in assisting students’ growth, or developing good teacher-student relationships; teacher satisfaction derives from higher-order value of a job (i.e. serving students) that causes psychological meaningfulness and commitment. Implications to the development of enhancement programs promoting BPNW to boost teachers’ wellbeing and engaging teaching behaviour will be discussed. The study highlights eudemonia satisfaction as the core of well-being, for teachers, social support behaviour may be significant indicator of work engagement. Copyright © 2022 Tenth SELF International Conference.

Previous research studies have demonstrated the link between parents’ education and parental stress level. However, these studies have not taken parents’ goal orientation into consideration. Based on the framework of goal orientation theory, we examined how parents’ goals would interact with parents’ education to affect perceived parental stress in face of children’s upsetting school experience. Participants were 189 parents of Hong Kong Chinese children studying in kindergartens. Using an experimental design, parents with various education backgrounds were randomly assigned to mastery or performance goals manipulation. The interaction between parents’ goals and parents’ education on perceived parental stress was investigated. Results from the two-way ANOVA indicated the significant main effect of parents’ goals, while the main effect of parents’ education and the interaction effect between parents’ goals and parents’ education were both nonsignificant. Regardless of parents’ education, parents in the performance goals condition reported significantly higher parental stress than those in the mastery goals condition. The findings highlight the utility of fostering parents’ mastery goal orientation to improve their well-being and capacity to cope with children’s academic setback. Copyright © 2020 Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V.