出版社：Australian Institutes for Educational Research
摘要：In recent years, while there has been a considerable amount of research examiningteacher wellbeing, the focus has largely been on negative states, such as burnout andstress. There are also only a limited number of studies examining the effect of positiveteacher wellbeing on teaching practices and student learning. At the same time, there hasbeen a considerable rise in the application of positive psychology strategies inprofessional contexts to improve wellbeing. One such strategy is the promotion of thePERMA framework, which was designed to provide a framework for human flourishingand wellbeing. The effect on teaching practice and student learning when teachersconsciously use PERMA positive psychology strategies has not been examined. Thisresearch took a qualitative phenomenological approach to address a gap in currentliterature by exploring teachers’ perspectives on the effect of consciously using positivepsychology strategies on their teaching practice and student learning. Findings revealedimpacts in both areas, providing support for more research into the relationship betweenteachers’ use of positive psychology principles, teacher wellbeing, teaching practice andstudent learning. These findings may have applicability in other similar contexts, bothnationally and internationally.
