The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program

Alfred Sing Yeung LEE, Wing Kai FUNG, King Chung Derwin CHAN, Kevin Kien Hoa CHUNG

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1 Citation (Scopus)

Abstract

The present study investigated the effectiveness of the Early Advancement in Social–Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22–58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI =.99, TLI =.98, RMSEA =.02 [90% CI = 0.00, 0.05], SRMR =.02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β =.14 to.26, ps =.00 to.04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β =.14 to.15, ps =.00 to.01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers. Copyright © 2024 The Authors.

Original languageEnglish
JournalApplied Psychology: Health and Well-Being
Early online dateApr 2024
DOIs
Publication statusE-pub ahead of print - Apr 2024

Citation

Lee, A. S. Y., Fung, W. K., Chan, D. K. C., & Chung, K. K. H. (2024). The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program. Applied Psychology: Health and Well-Being. Advance online publication. https://doi.org/10.1111/aphw.12544

Keywords

  • Autonomous motivation for teaching
  • Professional competence
  • PROSPER
  • Randomized controlled trial
  • Teaching self-efficacy
  • Well-being

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