Facilitating Teacher Self-Efficacy in Hong Kong Kindergartens: The Significance of Emotional Paths

• In Event: Perspectives on Humanizing and Antiracist Teaching and Professional Development

Abstract

This study examines the effects of kindergarten teachers’ self-efficacy on their perceived teacher-child relationships, and explores the associations between self-efficacy and two types of emotional states (i.e., flow and psychological well-being) as the sources of efficacy beliefs. A sample of 796 kindergarten teachers in Hong Kong participated in this study. The results showed that teachers’ self-efficacy significantly predicted their perceptions of positive teacher-child relationships, and was significantly related to their flow experiences and psychological well-being. Flow was significantly associated with teachers’ psychological well-being, self-efficacy, and their perceived teacher-child relationships. Additionally, psychological well-being and self-efficacy significantly mediated the effects of flow on teachers’ perceived relationships with children. The implications for theory and practice are discussed.

Authors

• Hongbiao Yin, The Chinese University of Hong Kong

• Winnie Wing Yi Tam, Chinese University of Hong Kong

• Elaine Lau, Chinese University of Hong Kong