TY - JOUR

T1 - The impact of positive psychology on language teachers in higher education

AU - Lo, N.P.-K.

AU - Punzalan, C.H.

PY - 2025/2/16

Y1 - 2025/2/16

N2 - This study investigates how Positive Psychology (PP) techniques might enhance the well-being of English language teachers working in East Asian higher education settings. Positive psychology programs to support teacher well-being have been rolled out across many institutions, but evaluation of their impact is lacking. Online focus groups were conducted with 86 English language teachers (70% female) from institutions in China, Hong Kong, Japan, South Korea, and Thailand. Participants had completed at least one hour of training on mindfulness and gratitude practices, and two core PP interventions designed to improve resilience and emotional well-being. The focus groups were facilitated by a trained qualitative researcher with expertise in Positive Psychology, who encouraged participants to reflect on their experiences with PP techniques and their perceptions of the strategies most beneficial to their personal and professional growth. Thematic analysis of the data revealed several key themes, including the role of PP in fostering resilience, improving stress management, and enhancing professional relationships. Teachers highlighted gratitude and mindfulness practices as effective in maintaining a sense of purpose and creating positive classroom environments. The findings underscore the potential of PP interventions to significantly enhance teacher well-being in higher education settings. These results are discussed in relation to their implications for designing culturally relevant and institutionally tailored PP programs to better support educators.

AB - This study investigates how Positive Psychology (PP) techniques might enhance the well-being of English language teachers working in East Asian higher education settings. Positive psychology programs to support teacher well-being have been rolled out across many institutions, but evaluation of their impact is lacking. Online focus groups were conducted with 86 English language teachers (70% female) from institutions in China, Hong Kong, Japan, South Korea, and Thailand. Participants had completed at least one hour of training on mindfulness and gratitude practices, and two core PP interventions designed to improve resilience and emotional well-being. The focus groups were facilitated by a trained qualitative researcher with expertise in Positive Psychology, who encouraged participants to reflect on their experiences with PP techniques and their perceptions of the strategies most beneficial to their personal and professional growth. Thematic analysis of the data revealed several key themes, including the role of PP in fostering resilience, improving stress management, and enhancing professional relationships. Teachers highlighted gratitude and mindfulness practices as effective in maintaining a sense of purpose and creating positive classroom environments. The findings underscore the potential of PP interventions to significantly enhance teacher well-being in higher education settings. These results are discussed in relation to their implications for designing culturally relevant and institutionally tailored PP programs to better support educators.

U2 - 10.53761/5ckx2h71

DO - 10.53761/5ckx2h71

M3 - Journal article

VL - 22

JO - Journal of University Teaching and Learning Practice

JF - Journal of University Teaching and Learning Practice

IS - 1

ER -