Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being
Teachers’ health is a persistent challenge for educational systems all over the world. Moreover, research results – especially in the domain of positive psychology – indicate that high levels of well-being are associated with additional benefits improving teachers’ professional performance. Therefor...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.02703/full |
| _version_ | 1818942496275693568 |
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| author | Tobias Rahm Elke Heise |
| author_facet | Tobias Rahm Elke Heise |
| author_sort | Tobias Rahm |
| collection | DOAJ |
| description | Teachers’ health is a persistent challenge for educational systems all over the world. Moreover, research results – especially in the domain of positive psychology – indicate that high levels of well-being are associated with additional benefits improving teachers’ professional performance. Therefore, a training to foster subjective well-being with one training day, two booster sessions, and exercises before, during, and after the meetings was developed. It consisted of about 10 h of face-to-face time and about 3 h for the exercises in total over a 5-week training period. Main contents were conditions and consequences of positive and negative emotions and well-being, emotion regulation, time management, savoring and gratitude and the application of positive psychological interventions (like Three Good Things). Analyses of planned contrasts by means of a waiting control group design with three measurement points (pre, post, and follow-up) showed a significantly higher increase for the training group (n = 42) than for the control group (n = 47) in the frequency of positive emotions, life satisfaction, and flourishing (interaction effects d = 0.44, d = 0.31, and d = 0.32) and a significantly stronger decrease in the frequency of negative emotions, perceived stress, and experiencing emotional exhaustion (interaction effects d = 0.69, d = 0.51, and d = 0.47) from pre to 1-month follow-up. Training effects were also visible up to 5 months, although no control group could be realized for this period due to the field approach. |
| first_indexed | 2024-12-20T07:12:21Z |
| format | Article |
| id | doaj.art-4bf7fbd3248443fbbc4890bf97016071 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-20T07:12:21Z |
| publishDate | 2019-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-4bf7fbd3248443fbbc4890bf970160712022-12-21T19:48:52ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-12-011010.3389/fpsyg.2019.02703480982Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-BeingTobias RahmElke HeiseTeachers’ health is a persistent challenge for educational systems all over the world. Moreover, research results – especially in the domain of positive psychology – indicate that high levels of well-being are associated with additional benefits improving teachers’ professional performance. Therefore, a training to foster subjective well-being with one training day, two booster sessions, and exercises before, during, and after the meetings was developed. It consisted of about 10 h of face-to-face time and about 3 h for the exercises in total over a 5-week training period. Main contents were conditions and consequences of positive and negative emotions and well-being, emotion regulation, time management, savoring and gratitude and the application of positive psychological interventions (like Three Good Things). Analyses of planned contrasts by means of a waiting control group design with three measurement points (pre, post, and follow-up) showed a significantly higher increase for the training group (n = 42) than for the control group (n = 47) in the frequency of positive emotions, life satisfaction, and flourishing (interaction effects d = 0.44, d = 0.31, and d = 0.32) and a significantly stronger decrease in the frequency of negative emotions, perceived stress, and experiencing emotional exhaustion (interaction effects d = 0.69, d = 0.51, and d = 0.47) from pre to 1-month follow-up. Training effects were also visible up to 5 months, although no control group could be realized for this period due to the field approach.https://www.frontiersin.org/article/10.3389/fpsyg.2019.02703/fullpositive psychologypositive educationsubjective well-beingteachers’ well-beingteacher trainingpositive interventions |
| spellingShingle | Tobias Rahm Elke Heise Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being Frontiers in Psychology positive psychology positive education subjective well-being teachers’ well-being teacher training positive interventions |
| title | Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being |
| title_full | Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being |
| title_fullStr | Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being |
| title_full_unstemmed | Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being |
| title_short | Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being |
| title_sort | teaching happiness to teachers development and evaluation of a training in subjective well being |
| topic | positive psychology positive education subjective well-being teachers’ well-being teacher training positive interventions |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.02703/full |
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