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Preschool Teachers’ Resilience and Their Readiness to Develop Resilience to Young Children in a Chinese Context
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  • Preschool Teachers’ Resilience and Their Readiness to Develop Resilience to Young Children in a Chinese Context
저자명
Angela F. Y. Siu, Amy H. C. Chan
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2020년|14권 1호(통권33호)|pp.49-69 (21 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.52MB)
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서지반출

영문초록

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.

목차

Introduction
Method
Results
Discussion

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