Positive Psychological Interventions for Teachers: a Randomised Placebo-Controlled Field Experiment Investigating the Effects of Workplace-Related Positive Activities

Abstract

A realistic-positive attitude has repeatedly been identified as an important protective factor against school teachers’ stress and strain. However, effective programmes fostering teachers’ positive emotions, thoughts, and behaviours are still lacking to date. Despite mounting evidence showing their effectiveness, positive psychological interventions have seldom been applied and studied in the work environment of teachers. While initial evidence highlights the potential value of positive interventions for teachers, existing studies have significant shortcomings due to small sample sizes, and limitations in study and intervention designs. This paper documents a placebo-controlled field experiment testing the effects of an online-based positive intervention programme. In total, 309 German school teachers were surveyed at three intervals (pre-intervention, post-intervention, follow-up). The results show an increase in job satisfaction and teacher engagement that lasts for two weeks post-intervention. Furthermore, long-term decreases in emotional exhaustion were observed. The effects were of a small size. In contrast, significant mean changes were not observed under the placebo condition. The implications and limitations of these findings are discussed.