ERIC Number: EJ1387858
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: EISSN-1469-5820
The Effects of a PROSPER-Based Intervention on Well-Being among Pre-Service Preschool Teachers during the COVID-19 Pandemic: A Randomized Control Trial
Lee, Alfred S. Y.; Datu, Jesus Alfonso Daep; Chan, Derwin K. C.; Lau, Eva Yi Hung; Fung, Wing Kai; Cheng, Rebecca Wing-yi; Cheung, Ryan Yat Ming; Chung, Kevin Kien Hoa
Educational Psychology, v43 n2-3 p228-245 2023
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 = 0.14, [eta-squared] = 0.19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component ([eta-squared] = 0.08), 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.
Descriptors: Foreign Countries, Preservice Teachers, Preschool Education, Well Being, Intervention, COVID-19, Pandemics, Program Effectiveness, Peer Relationship, Public Colleges, Social Environment, Cultural Context, Western Civilization, Industrialization, Advantaged, Democratic Values
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Positive and Negative Affect Schedule; Utrecht Work Engagement Scale
Grant or Contract Numbers: N/A