Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. (October 2022)

• Record Type: Journal Article
• Authors: Datu, Jesus Alfonso D.; Lee, Alfred S.Y.; Fung, Wing Kai; Cheung, Ryan Yat Ming; Chung, Kevin Kien Hoa
• Is Part Of: Journal of school psychology. Volume 94(2022)
• Page Start: 66
• Page End: 82
• Publication Date: 2022-10
• Subjects: Intervention -- Positive psychology -- Preschool teachers -- PROSPER; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2022.08.003
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers ( M age = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F (7, 58) = 4.50, p = .01. Results demonstrated that teachers who were assigned to the intervention condition ( n = 36) had significantly higher scores than those in the control condition ( n = 40) on positivity ( b = 0.41, 95% CI [0.16, 0.65], p = .01), strength ( b = 0.62, 95% CI [0.23, 1.01], p = .01), purpose ( b = 0.61, 95% CI [0.18, 1.04], p = .01), and resilience ( b = 0.57, 95% CI [0.07, 1.07], p = .04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers. Highlights: This study explored the psychological benefits of PROSPER-based intervention among teachers. This intervention improved the teachers' positivity, resilience, strengths, and purpose. This intervention had moderate effects on such key psychological outcomes.