Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Conference: The European Conference on Education (ECE2022)
Title: Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention
Stream: Higher Education
Presentation Type: Live-Stream Presentation
Authors:
Alfred S. Y. Lee, The Education University of Hong Kong, Hong Kong
Jesus Alfonso Daep Datu, The Education University of Hong Kong, Hong Kong
Wing Kai Fung, Liverpool Hope University, United Kingdom
Kevin Kien Hoa Chung, The Education University of Hong Kong, Hong Kong

Abstract:

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong.

Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age.

Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time.

Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment.

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