Year: 2024
Type: dissertation
Abstract: This master's thesis investigated the teacher perspectives on the implementation of positive psychology in elementary school classrooms. As the importance of student well-being increased, positive psychology became a promising framework for promoting positive emotions and relationship education. For this reason, understanding teachers' experiences and practices became more important. The study explored how teachers understand and use positive psychology to promote student well-being and academic success. The research aimed to answer (1) What are the teachers’ perspectives on positive psychology taking into consideration (2) In which context or situations do teachers implement positive psychology with their students and (3) What challenges do teachers confront while implementing positive psychology. The research had a qualitative approach with semi-structured interviews used as data collection method. Participants were four elementary school teachers in Finland who have experience implementing positive psychology strategies in their classrooms. Thematic analysis was used to examine the data. The focus of the analysis was to examine the interview data, trying to identify the key themes and patterns. The analysis identified 4 themes, (1) Exploring Positive Psychology Perspectives (2) Promoting Positive Emotions and Well-being (3) Fostering Student Engagement (4) Overcoming Challenges in Classroom Dynamic. Findings revealed that teachers recognize the potential of positive psychology to promote student engagement and overall well-being. They viewed positive psychology as a tool for fostering positive relationships and emotional regulation among students. However, teachers also explained they found some challenges such as limited resources and the need for additional training. The study underscored the essential role of teachers in the implementation of positive psychology in elementary classrooms. It also highlighted the importance of ongoing professional development and collaborative opportunities. This research helped to understand how positive psychology can transform elementary education. Addressing the challenges and using the opportunities, educators could create more inclusive learning environments.
Source: Doria (University of Helsinki)
Author: Buhigas Vallverdú, Francesca
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7115368684