TY - JOUR
T1 - The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence
T2 - EASP intervention program
AU - Lee, Alfred S.Y.
AU - Fung, Wing Kai
AU - Chan, Derwin K.C.
AU - Chung, Kevin Kien Hoa
N1 - Publisher Copyright:
© 2024 The Authors. Applied Psychology: Health and Well-Being published by John Wiley & Sons Ltd on behalf of International Association of Applied Psychology.
PY - 2024/4/22
Y1 - 2024/4/22
N2 - 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.
AB - 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.
KW - autonomous motivation for teaching
KW - professional competence
KW - PROSPER
KW - randomized controlled trial
KW - teaching self-efficacy
KW - well-being
UR - http://www.scopus.com/inward/record.url?scp=85186567029&partnerID=8YFLogxK
U2 - 10.1111/aphw.12544
DO - 10.1111/aphw.12544
M3 - Journal article
AN - SCOPUS:85186567029
SN - 1758-0846
JO - Applied Psychology: Health and Well-Being
JF - Applied Psychology: Health and Well-Being
ER -