Exploring the effects of web-based psychological capitals training on teachers' PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education.

SHI, Yin Ru; SIN, Kuen Fung Kenneth

Inclusive education for students with autism spectrum disorders (ASD) has increasingly received attention nationwide in China. Schools realize that teachers are under stress and lack the skills to handle daily interactions with these students. So far, few studies have directed efforts to provide a remedy for teachers to improve their daily work. This study aimed to design and implement a 2-hour web-based training on psychological capital (PsyCap) to protect their well-being and foster their supportive behavior for ASD students in the inclusive class. A total of 120 targeted teachers were invited to participate in the training and were randomly divided into control and treatment groups. Pre-, post-, and follow-up surveys were distributed before, after, and one week after the training. ANOVA results suggested that teachers showed a significant increase in their PsyCap scores after completing the training, although the training effect slightly decreased after one week. Moreover, higher levels of PsyCap showed a positive influence on teachers' emotional stability and supportive behavior in class. The results highlighted the effectiveness of web-based PsyCap training in boosting teacher positivity, which enhances teacher support for students in inclusive education.

INCLUSIVE education; ONLINE education; TEACHERS; AUTISM spectrum disorders; TEACHER training

PLoS ONE, 2024, Vol 19, Issue 9, p1

1932-6203

Academic Journal

10.1371/journal.pone.0306453