积极心理干预促进学前教育教师福祉和专业能力的有效性:EASP干预计划
Alfred S Y Lee1,2, Wing Kai Fung3, Derwin K C Chan2,4
1Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong.
Applied psychology. Health and well-being
|April 22, 2024
概括
社会情感健康和积极性的早期进步 (EASP) 计划有效地提高了学龄前教师的福祉和职业动力. 这种积极心理学干预表明,它有望改善教育工作者的心理健康和工作满意度.
科学领域:
- 教育心理学教育心理学
- 积极心理学的积极心理学.
- 教师专业发展教师专业发展
背景情况:
- 幼儿园教师面临着重大要求,影响他们的福祉和职业动机.
- 积极的心理干预提供了一个有希望的途径,以支持教育工作者在苛刻的环境.
研究的目的:
- 评估社会情感健康和积极性 (EASP) 早期进步计划的有效性.
- 检查该计划对学前教育教师福利和专业能力的激励方面的影响.
主要方法:
- 一个为期2个月的随机对照试验,涉及273名在职学前教师.
- 干预小组接受了在线研讨会,智能手机应用程序和在线活动.
- 等候名单对照组在数据收集后接受了干预材料;健康,自我效能和动机在干预前和后被评估.
主要成果:
- 该EASP计划证明了对教师福利方面的直接积极影响,包括积极性,结果,力量,参与度和弹性.
- 干预还显示了对教学自我效能和自主动机的变化有间接的积极影响.
- 路径分析证实了出色的模型匹配,表明了可靠的发现.
结论:
- 该EASP计划是提高学前教育教师的福利和专业能力的宝贵工具.
- 在教育环境中实施积极的心理干预可以显著地使教育工作者受益.
- 研究结果支持将此类计划整合起来,以培养更健康,更有动力的幼儿教育工作人员.
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