The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial

The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial

• Lee, Alfred Sing Yeung The Education University of Hong Kong
• Datu, Jesus Alfonso Daep The Education University of Hong Kong
• Chan, Derwin King Chung The Education University of Hong Kong
• Lau, Yi Hung Eva The Education University of Hong Kong
• Fung, Wing Kai Liverpool Hope University
• Cheng, Wing Yi Rebecca The Education University of Hong Kong
• Cheung, Ryan Yat Ming The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Educational Psychology, 2023

Routledge

2023

• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary

Positive Education Positive Psychology Randomised Control Trial Pre-service Teachers PROSPER Model Pre-school

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η² = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η² = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 01443410

• 10.1080/01443410.2023.2189649

https://bibliography.lib.eduhk.hk/en/bibs/f6abbc9c

2023-07-14