ABSTRACT
Background@#Filipino occupational therapy educator emigration and limited preparedness for an academic role has resulted in high university turnovers. Remaining faculty experience decreased well-being due to increased academic role responsibilities.@*Objective@#Assess the effectiveness of an occupation-based intervention in promoting Filipino occupational therapy faculty members' well-being.@*Methodology@#This pilot study used a convergent mixed-methods design. Participants were recruited to participate through the Philippine Academy of Occupational Therapists and the University of Philippines Manila - Department of Occupational Therapy. Faculty members participated in the Well-Being through Occupational Participation (WBOP) intervention. Quantitative data was analyzed using a Wilcoxon Signed-Rank Test, comparing pre and post-test scores from four standardized measures: Self Compassion Scale Short Form (SCS-SF), Scales of General Well Being (SGWB), Engagement in Meaningful Activities Survey (EMAS), and Occupational Balance Questionnaire 11 (OBQ). Qualitative data was analyzed using a multi-level coding process resulting in three themes.@*Results@#Five faculty members participated. The SCS-SF scores (T=15, p=0.042, r=0.64) and SGWB (T=15, p=0.041, r=0.65) scores showed a significant increase post-intervention, with large effect sizes. The OBQ (T=14, p=0.078) and EMAS (T=13.5 p=0.102) post-intervention scores did not reflect a significant increase. From the qualitative data, three themes emerged: time to reflect on well-being and occupational engagement, opportunity to view well-being differently, and increased mindset and intentionality.@*Conclusion@#Results suggest the WBOP intervention was effective in promoting well-being in these Filipino occupational therapy faculty members. Future intervention implementation may be helpful in positively impacting faculty member well-being. A research study with a larger number of participants is warranted.