Faithin Omaha eBook Collection

Download or read book Role of Psychosocial Factors on Subjective Well-Being Among Primary School Teachers of Inclusive Education written by Wing-Chi Li and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Role of Psychosocial Factors on Subjective Well-being Among Primary School Teachers of Inclusive Education" by Wing-chi, Li, 李詠芝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The 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 (R = 48%, ΔR = 3%), and anxiety (R = 63%, ΔR = 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. DOI: 10.5353/th_b5156718 Subjects: Quality of life Primary school teachers - Psychology Inclusive education Well-being