The Benefits of PROSPER-Based Intervention for International Preschool Teachers in Hong Kong: Evidence from the EASP Programme

Lee, Alfred S.Y. and Fung, Wing Kai and Chung, Kevin Kien Hoa and Datu, Jesus Alfonso D. and Cheung, Ryan Yat Ming (2024) The Benefits of PROSPER-Based Intervention for International Preschool Teachers in Hong Kong: Evidence from the EASP Programme. Psychology in the Schools. ISSN 0033-3085 (Accepted for Publication)

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Abstract

This study aimed to examine the effectiveness of a 2-month positive psychological intervention program driven by the PROSPER (i.e., positivity, relationship, outcome, strength, purpose and resilience) framework on international preschool teachers’ well-being in Hong Kong. Eighty-three participants (Mage = 37.19 years, SD = 4.71, range = 24–53; female = 95.00%) were randomly assigned into the intervention (n = 44) and waitlist control groups (n = 39). Participants 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. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects toward relationship, outcome, strength and engagement. Our findings provide evidence on the feasibility of the PROSPER-based intervention in promoting well-being among international preschool teacher in Hong Kong.

Item Type:	Article
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Wing Kai Fung
Date Deposited:	25 Oct 2024 12:23
Last Modified:	08 Nov 2024 13:31
URI:	https://hira.hope.ac.uk/id/eprint/4397

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