Preschool Teachers’ Resilience and Their Readiness to Develop Resilience to Young Children in a Chinese Context
Publication in refereed journal

香港中文大學研究人員

引用次數
Scopus ( 27/11/2020)
替代計量分析
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其它資訊
摘要Resilience is defined as a “positive adaption in the face of risk or adversity” (Wright, Masten, & Narayan, 2013). Both the teachers’ resilience and their readiness to develop preschool children’s resilience were examined in the Hong Kong context (n=196). Results from the K-means cluster analysis indicated that Hong Kong preschool teachers had a relatively high level of resilience, with family being a significant contributing factor. These teachers were generally ready to foster children’s resilience and showed relatively high support for programs on developing children’s resilience (PDCR). The main effects of preschool teachers’ resilience and institutional climate supportiveness were identified. Institutional climate tended to affect highly resilient teachers more in terms of their willingness to implement PDCR. These findings provide insights and directions for developing early childhood resilience programs. .
著者Siu A.F.Y., Chan A.H.C.
期刊名稱Asia-pacific Journal of Research in Early Childhood Education
出版年份2020
月份1
卷號14
期次1
出版社Pacific Early Childhood Education Research Association
頁次49 - 69
國際標準期刊號1976-1961
語言美式英語
關鍵詞resilience, preschool teacher, preschool children, Chinese

上次更新時間 2020-27-11 於 23:49