This book draws upon empirical, conceptual and theoretical evidence from a variety of studies on student and teacher well-being in Asian contexts. It examines the mental health and well-being of students and teachers, how these are shaped by possible drivers, and what the consequences are across different developmental stages at different educational sectors. It advances our understanding of how uniquely Asian culture and educational systems affect student and teacher mental health and well-being, in the context of globalized influences and the impact of western theories. This edited volume assists researchers, educators, and practitioners in including aspects of well-being into research and practice.
Part
1. Student Well-being.
Chapter
1. Exploring the Relationships
Between Basic Psychological Needs and the Wellbeing of Children in
Singapore.
Chapter
2. Well-being in and within the Cultures.
Chapter
3.
Yoga for cognition enhancement and emotion regulation of students.
Chapter
4. Fostering student well-being during the third decade of the 21st century:
The Macao perspective.
Chapter
5. Types of Belief in Predicting Well-being
and Student Persistence After Failure in a Confucian Context.- Part
2.
Teacher Well-being.
Chapter
6. Where Turkey Stands in The Context of
Well-Being at School: In the Horns of the Dilemma.
Chapter
7. Review of
Research on Teacher Well-being of Early Childhood Education during
1983-2021.
Chapter
8. Application of Seemingly Unrelated Regression in
Determining Factors Affecting Teacher Wellbeing in Western China.
Chapter
9.
The Effects of Emotional Intelligence, Self-Efficacy, Subjective Well-being
and Resilience on Student Teacher's Perceived StressDuring Practicum: A
Malaysian Perspectives.
Chapter
10. Sources of Stress and Coping Strategies
among Filipino Teachers.
Chapter
11. Iranian Language Teachers' Well-being
and Emotions: A Critical Perspective.
Chapter
12. Collectivism, stress, and
coping: work-related stress, psychological well-being and coping among
Chinese teachers.
Professor John Chi-Kin Lee, is President and Chair Professor of Curriculum and Instruction at the Education University of Hong Kong (EdUHK). His research interests focus on curriculum and instruction, geographical and environmental education, and school improvement. He is active in leading and securing education research and development projects and has a solid track record in securing external grants. He is also Co-Editor of the Routledge Series on Life and Values Education, and the Springer series on Education for Sustainability and Curriculum and School Development in Asia. Professor Lee is a prolific scholar who has edited and written more than 25 books, and published over 100 journal articles and book chapters. Professor Lee was named among the top 2% most-cited scientists in the world in terms of career-long impact, in the latest list released by Stanford University. Professor Lee has served as Changjiang Scholar Chair Professor conferred by the Ministry of Education of the People's Republic of China and The Southeast Asian Ministers of Education Organization (SEAMEO) Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning as well as Director of the Academy for Educational Development and Innovation (AEDI) and Academy for Applied Policy Studies and Education Futures at EdUHK. Professor Chen's research focuses on school leader development. She is particularly interested in professional literacy, well-being, flow, and resilience of school principals and middle leaders. Professor Chen has developed four conceptual models and eight instruments. Her scientific contribution to the fields has been recognised by the international community. Professor Chen was invited as the UNESCO Global Education Monitoring Report Expert Group Member 2024 for the theme of Leadership in Education and the reviewer for the UNESCO country profile (Mainland China) and regional profile (Hong Kong). The framework on teacher leadership developed by Prof Chen was recommended by the UNESCO Global Education Monitoring Report 2024 for international adoption. Moreover, she was also ranked among the top 2% of the worlds most-cited scientists in education since 2021 and the top 1% of the worlds most-cited scientists in education since 2024, according to lists compiled by Stanford University.
