The Contribution of Teacher Self‐Efficacy, Resilience and Emotion Regulation to Teachers' Well‐Being: Technology‐Enhanced Teaching Context

European Journal of Education, Год журнала: 2024, Номер 59(4)

Опубликована: Сен. 25, 2024

ABSTRACT The COVID‐19 pandemic has significantly altered teaching methodologies by integrating technology into syllabi, emphasising the crucial role of teacher well‐being influenced positive psychology. Also, as foremost issues education, teachers’ individual factors should be considered their beliefs in capabilities to persist case difficulties and emotion regulation (ER) have been underlined literature. Therefore, this study examined correlation between self‐efficacy (TSE), resilience ER among 424 Chinese teachers. findings through running structural equation model revealed that those teachers with a heightened degree TSE, are more likely better well‐being. Multiple regression analysis indicated TSE explained 61% variance Meanwhile, same found 54% 51% well‐being, respectively. Succinctly, some educational implications provided for members attract attention these constructs technology‐enhanced teaching.

Язык: Английский

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The effectiveness of a positive psychological intervention for promoting preschool teachers' well‐being and professional competence: EASP intervention program

Applied Psychology Health and Well-Being, Год журнала: 2024, Номер 16(4), С. 1626 - 1658

Опубликована: Апрель 22, 2024

Abstract The present study investigated the effectiveness of Early Advancement in Social–Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well‐being motivational aspect professional competence. Participants were 273 in‐service teachers ( M age = 34.56 years, SD 9.52, range 22–58; female 98.90%) who participated 2‐month randomized controlled trial. randomly assigned to group n 143) receiving 1) four online workshops, 2) smartphone app, 3) an activity, or wait‐list control 130), which received materials after all data collection. reported their dimensions, teaching self‐efficacy, autonomous motivation for before intervention. Results from path analytic model exhibited excellent fit with data, χ2 37.62, df 33, CFI .99, TLI .98, RMSEA .02 [90% CI 0.00, 0.05], SRMR .02. had direct effects on changes including positivity, outcome, strength, engagement, resilience β .14 .26, ps .00 .04), indirect self‐efficacy .15, .01). These findings highlighted potential value implementing interventions educational settings promote competence among teachers.

Язык: Английский

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The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation

British Educational Research Journal, Год журнала: 2024, Номер 50(5), С. 2441 - 2460

Опубликована: Май 31, 2024

Abstract Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is lack coping strategies. To provide pre‐service with appropriate techniques and concepts that can be successfully applied educational work contexts, an online positive psychology intervention was designed improve participants' resilience, particular self‐efficacy, emotion regulation ability cope. Linear mixed models simultaneously analyse variability between subjects time revealed who participated benefited from programme respect increase strategies, self‐efficacy cope compared control group—although at baseline, they exhibited less beneficial regulation, The findings suggest such interventions could help build resilience.

Язык: Английский

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Navigating Challenges in Technology Integration for Inclusive Classrooms

IGI Global eBooks, Год журнала: 2025, Номер unknown, С. 87 - 126

Опубликована: Март 21, 2025

This chapter explores the critical role of technology integration in inclusive classrooms, focusing on challenges faced by pre-service teachers. As future educators, their preparedness and attitudes toward profoundly affect ability to meet diverse needs students, particularly those with disabilities. The addresses key barriers such as infrastructural limitations, psychological obstacles, insufficient pedagogical training that hinder effective use technology. By providing insights into current trends, including ICT Universal Design for Learning (UDL), underscores importance equipping teachers both technical skills knowledge necessary foster equitable learning environments. Practical strategies overcoming these challenges, field-based experiences targeted mentorship, are offered enhance teacher efficacy integrating education.

Язык: Английский

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Pre-Service Teachers' Cognitive Processes Concerning Early Childhood Education Pedagogical Skills Through the Perspective of Cognitive Load Theory

Uluslararası Türk Eğitim Bilimleri Dergisi, Год журнала: 2025, Номер 13(1), С. 207 - 253

Опубликована: Март 29, 2025

The complexities and opportunities inherent in preschool education practices, coupled with the diverse characteristics of preservice teachers, necessitate a comprehensive examination cognitive load they experience during their early teaching practices. Accordingly, this study aims to investigate experienced by teachers implementation childhood pedagogical skills through an exploratory sequential mixed-methods design. To assess changes load, weekly questionnaire was administered (n=31) over six-week period. Findings from t-test analysis indicated significant decrease time. Qualitative data obtained interviews 11 provided deeper insights, revealing that participants initially high characterized symptoms such as excitement, fear, panic, which gradually diminished gained automaticity practice. It found factors external influences instructional design played crucial role shaping decreasing practical accumulated. Additionally, key sources support identified included experts, peers, curriculum, online resources. findings underscore critical well-structured design, collaborative learning experiences, expert guidance effectively managing load. This offers valuable implications for teacher programs, emphasizing importance gradual exposure cultivation supportive environments. However, study's limitations, including relatively small sample size context-specific nature findings, suggest need further research across educational settings validate expand upon these results.

Язык: Английский

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Enhancing Cultural and Linguistic Competencies in Pre-service Teachers Through Technology-Integrated Learning: A Comparative Study

Interchange, Год журнала: 2025, Номер unknown

Опубликована: Апрель 9, 2025

Язык: Английский

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Can a multicomponent positive psychological intervention promotewell‐beingin parents of young children? A randomized controlled trial study in Hong Kong

Family Process, Год журнала: 2024, Номер 63(4), С. 1807 - 1825

Опубликована: Фев. 28, 2024

Abstract The present research examined the effects of an Early Advancement in Social–Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well‐being Hong Kong. Participants were parents young children ( N = 120; M age 37.19 years, SD 4.71, range 24–53; female 95.00%) who participated one‐month randomized control trial. randomly assigned into n 50) waitlist groups 70). Parents group received two online workshops evidence‐based smartphone application that targeted four skills: (1) mindful parenting, (2) hope, (3) reappraisal, (4) growth mindset. results multivariate regression analysis revealed significantly improved various dimensions participants' skills, subjective well‐being, immediately at conclusion program. findings this study underscore importance payoffs linked to cultivating skills among children.

Язык: Английский

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Reciprocal Relationships Between Early Childhood Education Teachers’ Well-Being and Self-efficacy: A Cross-Lagged Panel Design

The Asia-Pacific Education Researcher, Год журнала: 2023, Номер 33(3), С. 603 - 614

Опубликована: Июль 13, 2023

Язык: Английский

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Empowering the helping hands: A positive psychological intervention for enhancing work engagement and reducing stress among preschool social workers in Hong Kong

Stress and Health, Год журнала: 2024, Номер unknown

Опубликована: Авг. 31, 2024

Abstract This study explores the efficacy of Early Advancement in Social‐Emotional Health and Positivity (EASP) programme, designed to enhance personal resources, namely self‐compassion positivity among preschool social workers, reduce stress bolster work engagement. A total 84 workers ( M age = 32.47 years, SD 6.86, range 22–55; female 90.48%) participated a 5‐week randomized control trial. Participants were randomly allocated either intervention group n 38), which received four online workshops an activity, or wait‐list 46), post‐data collection. Self‐compassion, positivity, engagement, measured before after intervention. Results from path analytic model indicated excellent fit with data, χ 2 2.08, df 3, Comparative Fit Index 1.00, Tucker‐Lewis Root Mean Square Error Approximation 0.00 (90% CI 0.00–0.16), SRMR 0.03. The demonstrated direct effects on changes β 0.21, p 0.04) 0.28, 0.03), indirect engagement 0.13, 0.02), while no significant impact was observed −0.09, 0.06). These findings underscore positive psychological interventions fostering workers. Incorporating EASP programme into ongoing professional development activities is recommended job well‐being early childhood education care sectors.

Язык: Английский

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The Benefits of PROSPER‐Based Intervention for International Preschool Teachers in Hong Kong: Evidence From the EASP Program

Psychology in the Schools, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 1, 2024

ABSTRACT Limited research has examined the well‐being of international preschool teachers, while intervention targeting their is even rarer. The objective this study was to examine effectiveness a 2‐month EASP (i.e., Early Advancement in Social‐Emotional Health and Positivity) positive psychological program based on PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, resilience– framework teachers' Hong Kong. Eighty‐three teachers ( M age = 34.44 years, SD 8.43, range 19–53; female 95.18%) were randomly assigned n 44) waitlist control groups 39). Teachers completed survey measures PROSPER at baseline after intervention. results multivariate regression analyses revealed that did not have significant overall effects well‐being, Wilks' lambda F (7, 56) 1.28, p 0.28, η 2 0.14. Yet, findings univariate suggested yielded medium participants' strength engagement b 0.26 0.45, 95% CI [0.04, 0.95], 0.02 0.03, 0.07 0.08). underscore practical utility supporting but, same time, highlight need further how cultural variations might implicate its effectiveness.

Язык: Английский

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