Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

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

Journal of School Psychology, 94, 66-82, 2022

Elsevier

2022

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Intervention Positive Psychology Preschool Teachers Prosper

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p =.01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p =.01), strength (b = 0.62, 95% CI [0.23, 1.01], p =.01), purpose (b = 0.61, 95% CI [0.18, 1.04], p =.01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p =.04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers. Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 00224405

• 10.1016/j.jsp.2022.08.003

https://bibliography.lib.eduhk.hk/en/bibs/b1ca35f6

2023-02-06