The benefits of PROSPER-based intervention for international preschool teachers in Hong Kong: Evidence from the EASP program

The benefits of PROSPER-based intervention for international preschool teachers in Hong Kong: Evidence from the EASP program

• Lee, Sing Yeung Alfred University of Victoria
• Fung, Wing Kai Liverpool Hope University
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Datu, Jesus Alfonso Daep The University of Hong Kong
• Cheung, Ryan Yat Ming The Education University of Hong Kong

Psychology in the Schools, 2024

Wiley

2024

• M Teachers & Education for Teachers
  • MI Teachers from Mainland China, Teacher from Foreign Countries, Expatriate English Language Teacher Pilot Scheme
• B Human Behaviour
  • BD Mental Health

International Teacher Mental Health PROSPER Randomized Control Trial Well-being

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

Limited research has examined the well-being of international preschool teachers, while intervention targeting their well-being is even rarer. The objective of this study was to examine the effectiveness of a 2-month EASP (i.e., Early Advancement in Social-Emotional Health and Positivity) positive psychological intervention program based on the PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, and resilience– framework on international preschool teachers' well-being in Hong Kong. Eighty-three teachers (Mage = 34.44 years, SD = 8.43, range = 19–53; female = 95.18%) were randomly assigned to the intervention (n = 44) and waitlist control groups (n = 39). Teachers completed survey measures of PROSPER well-being at baseline and after the intervention. The results of the multivariate regression analyses revealed that the intervention did not have significant overall effects on the PROSPER well-being, Wilks' lambda F(7, 56) = 1.28, p = 0.28, η2 = 0.14. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects on participants' relationship, outcome, strength and engagement (b = 0.26 to 0.45, 95% CI [0.04, 0.95], p = 0.02 to 0.03, η2 = 0.07 to 0.08). The findings underscore the practical utility of the PROSPER framework in supporting international preschool teachers' well-being but, at the same time, highlight the need to further examine how cultural variations might implicate its effectiveness. Copyright © 2024 The Author(s).

• English

Journal Articles

• 00333085

• 10.1002/pits.23346

https://bibliography.lib.eduhk.hk/bibs/6e3f7554

2025-04-17