Objective: This study examines the effects of a well-being intervention based on the PROSPER (i.e., Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience) framework, on well-being outcomes among preschool in-service teachers in Hong Kong during the COVID-19 pandemic.Method: We recruited 76 in-service teachers (Mage=26.05, SD=4.71, nfemale=93.4%). Participants completed a survey that measured the PROSPER components of well-being in baseline and 2-month after baseline, from February 2021 to May 2021. They were randomly assigned into the intervention group (n=36; who received four intervention workshops, an online activity and four educational videos with self-reflection activity) and waitlist control group (n=40; who received four intervention workshops after completing the data collection). MANCOVA and ANCOVA, controlling for sex, age and teaching experience, were adopted to examine the intervention effects.Results: MANCOVA results showed a significant multivariate group x time interaction effect of the intervention on the PROSPER outcome variables compared to the control group, Wilks’ Lambda F(7,65) =3.80, p<.001, η2=.29. Results of univariate analyses suggested that participants in the intervention group scored significantly higher on positivity, strength, purpose, and resilience (η2=.08-.11, p<.05) than those in the control condition over time.Conclusion: Our findings provide preliminary evidence on the mental health benefits of the PROSPER-based psychological intervention program among in-service preschool teachers. School principals are encouraged to invest in school-based teacher training initiatives that focus on teachers’ well-being as pandemic-related job stressors might potentially deplete their psychological resources and mental health. Copyright © 2022 European Conference on Education.

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong.Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age.Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time.Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment. Copyright © 2022 European Conference on 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.