Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design

Alfred Sing Yeung LEE, Wing Kai FUNG, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticlespeer-review

Abstract

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.

Original languageEnglish
JournalThe Asia-Pacific Education Researcher
Early online dateJul 2023
DOIs
Publication statusE-pub ahead of print - Jul 2023

Citation

Lee, A. S. Y., Fung, W. K., & Chung, K. K. H. (2023). Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design. The Asia-Pacific Education Researcher. Advance online publication. https://doi.org/10.1007/s40299-023-00756-8

Keywords

  • Positive psychology
  • Mental health
  • PERMA model of well-being
  • Kindergarten
  • Quality education

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