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Teachers Experiences with Positive E...

Crider, J. Shea.

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Teachers Experiences with Positive Emotion, Engagement, Relationships, Meaning, and Achievement (PERMA): A Qualitative Interview Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers Experiences with Positive Emotion, Engagement, Relationships, Meaning, and Achievement (PERMA): A Qualitative Interview Study./
Author:	Crider, J. Shea.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	197 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: B.
Contained By:	Dissertations Abstracts International83-04B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28767759
ISBN:	9798460427987

Teachers Experiences with Positive Emotion, Engagement, Relationships, Meaning, and Achievement (PERMA): A Qualitative Interview Study.
Crider, J. Shea.

Teachers Experiences with Positive Emotion, Engagement, Relationships, Meaning, and Achievement (PERMA): A Qualitative Interview Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 197 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: B.

Thesis (Ed.D.)--Piedmont University, 2021.

"It is better to light a candle than to curse the darkness" ~Chinese ProverbTeachers experience high levels of stress that can lead to burnout. Factors that contribute to stress and burnout are often beyond their control; therefore, it is up to teachers to seek out ways to improve their wellbeing and apply their best self to their instruction. The purpose of this qualitative study was to examine teachers' experiences with PERMA and to examine their perceptions of the effects of those experiences on the quality of their instruction. Data collection consisted of 20 semi-structured, in-depth interviews and approximately 50 journal entries from five participants. Through two-cycle coding using MAXQDA software and through thematic analysis, I generated the following themes that described how participants experienced positive emotion, engagement, positive relationships, meaning, and achievement/accomplishment: self-care, compartmentalization, perspective, being in their lane, extracurricular activities, connections beyond the curriculum, connections with students, comradery with colleagues, personal relationships, perceived impact of students' personal growth, student engagement/excitement for learning, making a difference, and small things. Additionally, I generated a theme with supporting subthemes that described how participants perceived their experiences to affect the quality of their instruction. Theme: flourishing; Sub-themes: self-care, positive attitude, and relationships with students. Results from this study added to the limited research in the United States on teachers' wellbeing through the lens of positive psychology and its perceived effect on the quality of instruction. Implications for future practice and research include educating teachers about the benefits of wellness and exploring ways to empower teachers to take control of their wellbeing.

ISBN: 9798460427987Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

PERMA

Teachers Experiences with Positive Emotion, Engagement, Relationships, Meaning, and Achievement (PERMA): A Qualitative Interview Study.
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500 $a Advisor: Tavernier, Mark.
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520 $a "It is better to light a candle than to curse the darkness" ~Chinese ProverbTeachers experience high levels of stress that can lead to burnout. Factors that contribute to stress and burnout are often beyond their control; therefore, it is up to teachers to seek out ways to improve their wellbeing and apply their best self to their instruction. The purpose of this qualitative study was to examine teachers' experiences with PERMA and to examine their perceptions of the effects of those experiences on the quality of their instruction. Data collection consisted of 20 semi-structured, in-depth interviews and approximately 50 journal entries from five participants. Through two-cycle coding using MAXQDA software and through thematic analysis, I generated the following themes that described how participants experienced positive emotion, engagement, positive relationships, meaning, and achievement/accomplishment: self-care, compartmentalization, perspective, being in their lane, extracurricular activities, connections beyond the curriculum, connections with students, comradery with colleagues, personal relationships, perceived impact of students' personal growth, student engagement/excitement for learning, making a difference, and small things. Additionally, I generated a theme with supporting subthemes that described how participants perceived their experiences to affect the quality of their instruction. Theme: flourishing; Sub-themes: self-care, positive attitude, and relationships with students. Results from this study added to the limited research in the United States on teachers' wellbeing through the lens of positive psychology and its perceived effect on the quality of instruction. Implications for future practice and research include educating teachers about the benefits of wellness and exploring ways to empower teachers to take control of their wellbeing.
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