Hong Kong teachers' experience in implementing positive education in preschools : a mixed methods study

Abstract

The Positive Education Movement in Kindergartens Project (the Project), spearheaded by a local non-governmental organization, used a whole-school approach to concurrently foster the well-being of both students and teachers. This mixed-methods study investigated the impact of the Project on teachers’ well-being, examining both quantitative outcomes and qualitative insights into teachers' subjective experiences throughout the planning and implementation. A sample of 113 teachers (mean age = 35.53, SD = 9.41) from ten participating kindergartens were recruited for the study. Contrary to the hypothesis, statistical analyses did not support the notion that teachers from schools with longer Positive Education exposure would exhibit a significant stronger internalization of relevant concepts and enhancement of well-being indicators. Interestingly, the data revealed that teachers in the two years implementation group reported the lowest scores across four of the five well-being constructs measured, including subjective well-being, resilience, self-efficacy, and self-compassion. Only in the growth mindset domain did the two-year and one-year groups demonstrated elevated levels relative to the waitlist control schools. The qualitative focus group data provided contextual insights that helped elucidate these quantitative patterns. Teachers, especially from the two years group, voiced concerns regarding the fairness of workload distribution, overall work climate, and the sufficiency of professional support - factors that appeared to directly impact their personal well-being and experienced stress levels. These findings underscore the crucial roles that policymakers, school administrators and colleagues must play in bolstering teachers’ well-being to maximize the benefits of Positive Education initiatives. The implications of this study highlight the need for a multilayered, systemic approach to supporting educator well-being within the context of whole-school Positive Education programs. Careful consideration of organizational and interpersonal factors, in addition to the pedagogical components, is essential for realizing the full potential of these transformative initiatives.