Author: Turner, Kristina
Type of paper: Abstract refereed
Wellbeing has been described as a construct which includes the elements of positive emotion, engagement, positive relationships, meaning and accomplishment (acronym PERMA). Current research shows that when people are experiencing the positive effects of wellbeing their intelligence, curiosity, interest, passion, creativity, problem-solving skills, engagement and energy levels all rise. Research indicates that the skills and strategies to optimise wellbeing can be taught to individuals through the use of positive psychology strategies. This research took a qualitative phenomenological approach to examine the lived experience of five teachers as they implemented positive psychology strategies designed to improve their wellbeing levels as conceptualised through the PERMA framework. This study addresses a gap in current knowledge finding that the use of positive psychology strategies improves teacher wellbeing which has a flow-on effect on their pedagogical practice. The findings of this study will enable educators and policy makers to have a better understanding of teacher wellbeing and how improved teacher wellbeing effects pedagogical practice.