The Benefits of PROSPER-Based Intervention for International Preschool Teachers in Hong Kong: Evidence from the EASP Programme

This study aimed to examine the effectiveness of a 2-month positive psychological intervention program driven by the PROSPER (i.e., positivity, relationship, outcome, strength, purpose and resilience) framework on international preschool teachers’ well-being in Hong Kong. Eighty-three participants (Mage = 37.19 years, SD = 4.71, range = 24–53; female = 95.00%) were randomly assigned into the intervention (n = 44) and waitlist control groups (n = 39). Participants completed survey measures of PROSPER well-being at baseline and after the intervention. The results of the multivariate regression analyses revealed that the intervention did not have significant overall effects on the PROSPER well-being. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects toward relationship, outcome, strength and engagement. Our findings provide evidence on the feasibility of the PROSPER-based intervention in promoting well-being among international preschool teacher in Hong Kong.