This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.
Adult-play, Play-based Learning, Teacher Well-being, School Based Interventions, Covid-19, Positive Psychology Interventions
How to Cite
Kavanagh, A. L., (2023) “To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.”, The Journal of Play in Adulthood 5(2), 33-69. doi: https://doi.org/10.5920/jpa.1384