Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education
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AbstractThe author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R² = 48%, ΔR² = 3%), and anxiety (R² = 63%, ΔR² = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers’ marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed.
Master of Social Sciences
Li, W. [李詠芝]. (2012). Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156718