Character strengths and life satisfaction of Slovenian in-service and preservice teachers were researched. The VIA-IS self-assessment questionnaire has been translated into the Slovenian language and has been used for the first time in Slovenia. A total of 173 primary school teachers and 77 student teachers from the Faculty of Education, University of Ljubljana,completed the VIA-IS and the Satisfaction with Life Scale questionnaires. The highest reported strengths in both groups studied were fairness, kindness, integrity and love. Unexpectedly, both in-service and pre-service teachers reported low endorsements of creativity; inserviceteachers also showed low endorsement of humour. Surprisingly, the lowest endorsed strength of pre-service teachers was love of learning. Correlations between strengths and life satisfaction were consistent with related research findings. Low endorsement of creativity, teachers’ humour and students’ love of learning are discussed. From the researchfindings, it can be concluded that professional environment should stimulate, as well as provide support and opportunities for teachers to build not only upon the strengths of humanity and justice, but also on those of wisdom and knowledge. There is a need in the undergraduate level of teacher education for systematic interventions regarding students’ intellectual strengths with a special focus on cultivating their creativity.

In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers’ orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers’ professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries.

The aim of the present study was to explore whether teachers can be classified into groups according to their work orientations (job, career and calling orientation), and to examine differences between teachers of two transitional countries, Croatia and Slovenia according to their work orientation profiles. Work-life questionnaire (Wrzesniewski et al., 1997) and one item measuring job satisfaction were administered to 345 primary school subject teachers, 171 from Croatia and 176 from Slovenia. Cluster analysis identified two clusters of teachers with different work orientation profiles: intrinsically oriented (higher calling orientation/lower job/ career orientation) and extrinsically oriented teachers (lower calling orientation/ higher job/career orientation). The percentage of teachers in both countries was higher in the intrinsically oriented group but more teachers belonged to this group in the Croatian than the Slovenian sample (83% vs. 68% respectively). In both samples intrinsically oriented teachers had higher level of job satisfaction. It was concluded that transition period did not make teachers shift from the intrinsic to extrinsic work orientation neither in Slovenia nor in Croatia. Further studies are needed to explain higher percentage of intrinsically oriented teachers in Croatia. Findings from previous studies of higher job satisfaction of teachers with a calling orientation were confirmed.

The Positive Psychology and Positive Youth Development frameworks conceptually overlap noticeably, such as their orientation to a thriving continuum, yet they vary in certain respects like their theoretical backgrounds and focus on different populations. The VIA (Values in Action) Classification of character strengths and virtues constitutes an important research topic in positive psychology. Character strengths are defined as positive personality traits that are morally valuable; they can be systematically developed and contribute to various positive outcomes. The theoretical framework of Positive Youth Development is operationalised by the 5 Cs: Competence, Confidence, Character, Caring and Connection. The aim of the study was to examine the relationship between character strengths and the 5 Cs of the Positive Youth Development framework given that this relationship has yet to be studied empirically. The sample consisted of 130 first-year Slovenian student teachers, mostly female (just 2 males). The participants' average age was 19.51 years. First-year students face two distinct transitions (developmental and educational), meaning they need support during this period. Mixed-methods were used in the study; quantitative (correlational analysis) and qualitative analysis (content analysis of students' written responses to open-ended questions). The results show that 12 out of 24 character strengths relate to the 5 Cs:

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