Staying Positive during the COVID-19 Pandemic: Effectiveness of a PROSPER-based Intervention on Preschool Teachers’ Well-being

Lee, A. S. Y and Datu, Jesus Alfonso D. and Fung, Wing Kai and Chung, Kevin Kien Hoa (2022) Staying Positive during the COVID-19 Pandemic: Effectiveness of a PROSPER-based Intervention on Preschool Teachers’ Well-being. In: European Conference on Education 2022, 14th to 17th July 2022, London. (Unpublished)

Text EASP inservice_ECE_WK.docx - Accepted Version Restricted to Repository staff only Download (15kB)

Abstract

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.

Item Type:	Conference or Workshop Item (Paper)
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Wing Kai Fung
Date Deposited:	20 Mar 2023 15:40
Last Modified:	08 Nov 2024 13:18
URI:	https://hira.hope.ac.uk/id/eprint/3803

Actions (login required)

View Item