Evaluation of a Career Resiliency Intervention for Special Education Teachers in China: Effects of Healthy Teachers Program

BACKGROUND/OBJECTIVE: This mixed-methods research aimed to examine the impact of the Healthy Teachers Program (HTP) on special education teacher career resilience. METHODS: Forty special education teachers recruited from Jilin, China, were randomly assigned to the intervention group (n =20) and the control (n =20) group. Data were collected using self-report questionnaires. The intervention group was taught eight program lessons by a school psychology teacher, which covered topics related to understanding career resilience, supporting self-awareness, changing career goals, and establishing interpersonal relationships. The researchers statistically analyzed the data collected at three-time points with repeated-measures analysis of variance and also conducted the focus group method to collect qualitative data for the social validity of HTP. RESULTS: The HTP positively influences the career resilience of special education teachers and has a high degree of social validity in the social significance of the goals and the social importance of the effects but an insufficient degree in the social appropriateness of the procedures. The findings of this study indicate the feasibility and applicability of the HTP to enhance the career resilience of teachers and its limitations in Chinese special school settings. CONCLUSION: The health teachers program can effectively improve the career resilience of special education teachers and has a high degree of social validity.