Positive Education in Schools: Teachers’ Practices and Well-Being

Abstract

This study explored the role of positive education practices in predicting teacher well-being, life satisfaction, and self-efficacy. Background:Drawing on positive psychology principles, positive education integrates evidence-based strategies aimed at fostering emotional resilience, engagement, and flourishing in educational settings. Methods: A cross-sectional quantitative design was employed. A total of 175 primary and secondary school teachers using validated instruments, including the Positive Education Practice Scale (PEPS), PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) Profiler, Satisfaction with Life Scale (SWLS), and Teachers’ Sense of Efficacy Scale (TSES), participated. Results: Factorial ANOVA results indicated that training background, rather than years of experience, significantly influenced the extent of PEPS implementation, with specialised training showing the strongest effects. Spearman’s correlations revealed that PEPS scores were positively associated with PERMA, life satisfaction, and teacher self-efficacy. Hierarchical regression analyses further demonstrated that PEPS significantly predicted PERMA, life satisfaction, and self-efficacy beyond demographic and professional factors. Conclusions: The findings highlighted the importance of positive education in enhancing teacher well-being and professional efficacy. This research underscored the need for targeted teacher training in positive psychology approaches to foster supportive and thriving school environments.