TY - JOUR
T1 - Reciprocal Relationships Between Early Childhood Education Teachers’ Well-Being and Self-efficacy
T2 - A Cross-Lagged Panel Design
AU - Lee, Alfred S.Y.
AU - Fung, Wing Kai
AU - Chung, Kevin Kien Hoa
N1 - Publisher Copyright:
© 2023, De La Salle University.
PY - 2023/7/13
Y1 - 2023/7/13
N2 - 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.
AB - 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.
KW - Kindergarten
KW - Mental health
KW - PERMA model of well-being
KW - Positive psychology
KW - Quality education
UR - http://www.scopus.com/inward/record.url?scp=85164733652&partnerID=8YFLogxK
U2 - 10.1007/s40299-023-00756-8
DO - 10.1007/s40299-023-00756-8
M3 - Journal article
AN - SCOPUS:85164733652
SN - 0119-5646
JO - Asia-Pacific Education Researcher
JF - Asia-Pacific Education Researcher
ER -