Leveraging technology for pre-service teachers' well-being: The effectiveness of a multicomponent positive psychology intervention in pre-service preschool teachers in Hong Kong

Jesus Alfonso Daep DATU, Alfred S. Y. LEE, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes of delivering psychological interventions influence well-being outcomes in the teaching profession, such as preschool educators. This study examines the effects of different technologically driven modes of implementing a PROSPER-based psychological intervention on positivity, relationship, outcome, strengths, purpose, engagement, and resilience. One hundred twenty-eight pre-service preschool teachers were randomly assigned to (1) the full intervention (i.e., online workshop and smartphone app); (2) the online workshop; (3) the smartphone app; and (4) the wait-list control group. The results demonstrated that the online workshop mode yielded the strongest intervention effects on well-being outcomes: positivity, purpose, engagement, and resilience. Although the smartphone app mode did not significantly improve psychological outcomes, combining this approach with the online workshop format appeared to have positive retention effects on positivity at the Time 3 follow-up. The findings suggest that the traditional mode of implementing positive psychological interventions could be more effective than the smartphone app-based mode in bolstering pre-service teachers' well-being. Copyright © 2023 International Association of Applied Psychology.

Original languageEnglish
Pages (from-to)1446-1471
JournalApplied Psychology: Health and Well-Being
Volume15
Issue number4
Early online dateApr 2023
DOIs
Publication statusPublished - Nov 2023

Citation

Datu, J. A. D., Lee, A. S. Y., & Chung, K. K. H. (2023). Leveraging technology for pre-service teachers' well-being: The effectiveness of a multicomponent positive psychology intervention in pre-service preschool teachers in Hong Kong. Applied Psychology: Health and Well‐Being, 15(4), 1446-1471. https://doi.org/10.1111/aphw.12446

Keywords

  • Hong Kong
  • Positive psychology
  • Pre-service teachers
  • PROSPER
  • Well-being

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