The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial

Alfred Sing Yeung LEE, Jesus Alfonso Daep DATU, Derwin King Chung CHAN, Yi Hung Eva LAU, Wing Kai FUNG, Wing Yi Rebecca CHENG, Ryan Yat Ming CHEUNG, Kevin Kien Hoa CHUNG

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5 Citations (Scopus)

Abstract

This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η² = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η² = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)228-245
JournalEducational Psychology
Volume43
Issue number2-3
Early online dateMar 2023
DOIs
Publication statusPublished - 2023

Citation

Lee, A. S. Y., Datu, J. A. D., Chan, D. K. C., Lau, E. Y. H., Fung, W. K., Cheng, R. W.-Y., . . . Chung, K. K. H. (2023). The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial. Educational Psychology, 43(2-3), 228-245. doi: 10.1080/01443410.2023.2189649

Keywords

  • Positive education
  • Positive psychology
  • Randomised control trial
  • Pre-service teachers
  • PROSPER model
  • Pre-school

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