Multicomponent Digital Intervention for Nurturing the Well-Being of Preschool Teachers in Hong Kong: Evidence from the EASP Programme

Research Findings: This study evaluated the Early Advancement in Social-Emotional Health and Positivity (EASP) program for promoting preschool teachers’ well-being. Participants were 134 Hong Kong in-service preschool teachers in a two-stage randomized controlled trial. At baseline, teachers were randomized to an intervention-combined group (n = 64) or waitlist control (n = 70); after Time 2, intervention participants were re-randomized to full intervention (four online workshops plus smartphone app; n = 32) or workshop only (n = 32). Teachers completed validated measures of positive affect, collegial relationships, personal accomplishment, hope, purpose, work engagement, and resilience at baseline, immediately post-intervention, and eight weeks later. Repeated-measures MANCOVA showed a significant time × group interaction, Wilks’ Lambda F(28, 226) = 1.69, p = .02, η2 = .17. Relative to participants in the waitlist condition, those assigned in the full intervention condition improved positive affect at Time 2 and personal accomplishment at Time 3; workshop-only improved positive affect and hope at Time 2. Practice or Policy: Findings support online positive psychology workshops as a feasible approach for supporting preschool teacher well-being. The app may provide adjunctive support for maintaining gains, but larger trials are needed.