This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Novice kindergarten (KG) teachers often encounter various challenges that may prevent them from performing satisfactorily during the transition from school to work. In Hong Kong, this issue has become more salient under the Free Quality Kindergarten Education Scheme which induces heavier workload and higher expectation on teachers’ performance. Self-control is a crucial factor that facilitates individuals’ performance via promoting positive thoughts, emotion, and behavior as well as preventing the negative counterparts. In this research, we examined the hypotheses that novice KG teachers’ pre-existing self-control would predict better subsequent job performance through promoting work engagement and preventing work stress. Students from an early childhood education (ECE) higher diploma program reported their self-control at the final semester of the program. Those working in the ECE classrooms after graduation rated their work engagement and work stress at the end of the first month of the new semester, and those who retained in the job also reported their job performance at the end of the first semester (final N = 117, 96.6% females). The results of mediation model fully supported our hypotheses. These findings suggest that enhancing self-control, improving work engagement and reducing work stress could be promising ways to facilitate novice KG teachers’ job performance during the school-to-work transition period. Copyright © 2020 Elsevier Ltd. All rights reserved.

Part-time tertiary education at both undergraduate and graduate levels are becoming more and more popular. In pursuing part-time studies, students must use their own limited and valuable non-work hours at the cost of giving up other commitments to their family and social lives. Part-time study is considered to be a very effective indicator of employees' drive for personal development. A research was conducted in October 2000 to study the mechanism linking work, family and part-time tertiary education, with a review to clarifying the issue and recommending means to manage the conflict among roles in these three domains. About 500 postgraduate and undergraduate part-time university students (who had full-time jobs) in Hong Kong were surveyed. The results of the study suggest that the support of employers and families has a certain statistically significant relationship with the perceived job performance and satisfaction in family and work lives of employees pursuing part-time tertiary education. However, it was observed that academic performance of employees' part-time study actually had no statistically significant correlation with any of the independent and mediating variables that were analysed in the study.
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http://dx.doi.org/10.1080/13636820100200177 ]