Yeh, C.S.-H 
ORCID: 0000-0002-8717-0568 and Barrington, R
(2023)
'Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – a qualitative case study in England.'
Teaching and Teacher Education, 125.
e104072.
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Text
15202.pdf - Published Version CC BY 4.0. Download (500kB) | Preview |
Abstract
Positive psychology interventions (PPIs) have become an influential approach to foster teacher wellbeing; however, little research addresses the critiques and sustainability of PPIs. This study investigated teacher experiences of PPIs and the impact on their wellbeing in professional and personal contexts. Qualitative data were collected using multi-methods in a primary school in two settings: staff-meetings with 21 teachers and a self-interest group with 9 teachers. Results showed practising PPIs enhanced teachers' wellbeing multidimensionally and produced positive impacts on others. The challenges experienced and plans for sustainable actions were identified. Insights into sustainable teacher wellbeing programmes and professional development are offered.
| Item Type: | Article |
|---|---|
| Keywords: | positive psychology interventions, teacher wellbeing, teacher professional development, qualitative case study |
| Divisions: | School of Education |
| Date Deposited: | 24 Feb 2023 17:23 |
| Last Modified: | 12 Dec 2023 10:16 |
| ISSN: | 0742-051X |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/15202 |
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