Positive Psychological Interventions for Teachers: a Randomised Placebo-Controlled Field Experiment Investigating the Effects of Workplace-Related Positive Activities

Abstract

A realistic-positive attitude has repeatedly been identified as an important protective factor against school teachers' stress and strain. However, effective programmes fostering teachers' positive emotions, thoughts, and behaviours are still lacking to date. Despite mounting evidence showing their effectiveness, positive psychological interventions have seldom been applied and studied in the work environment of teachers. While initial evidence highlights the potential value of positive interventions for teachers, existing studies have significant shortcomings due to small sample sizes, and limitations in study and intervention designs. This paper documents a placebocontrolled field experiment testing the effects of an online-based positive intervention programme. In total, 309 German school teachers were surveyed at three intervals (preintervention, post-intervention, follow-up). The results show an increase in job satisfaction and teacher engagement that lasts for two weeks post-intervention. Furthermore, long-term decreases in emotional exhaustion were observed. The effects were of a small size. In contrast, significant mean changes were not observed under the placebo condition. The implications and limitations of these findings are discussed.

Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

“… Taghvaienia and Alamdari (2020) demonstrated that the provision of a 10-week positive psychotherapy intervention (i.e., integrated activities to boost selected positive virtues including contentment, gratitude, forgiveness, positive emotions, and positive relationships) improved happiness, psychological well-being, and hope among retired teachers in Iran. Dreer (2020) implemented a 2-week positive psychological intervention with activities that were aimed to boost gratitude, kindness, meaning, optimism, and teacher strengths and reported enhanced engagement and job satisfaction among teachers in Germany ( Dreer, 2020 ). Given the predominance of studies in countries that are categorized as Western, educated, industrialized, rich, and democratic (WEIRD) settings and the sparse body of empirical evidence in Asian contexts ( Hendriks et al, 2019 ), more research is needed to offer evidence on the mental health benefits of positive psychological interventions among in-service teachers in non-WEIRD cultural contexts.…”

“…Clearly, there are gaps that remain unaddressed in prior literature on the applicability of positive psychological interventions among teachers in collectivist societies. First, despite the evidence regarding the mental health payoffs linked to implementing multicomponent positive psychological interventions with teachers, these studies were carried out in more individualistic countries, such as Iran ( Taghvaienia & Alamdari, 2020 ) and Germany ( Dreer, 2020 ). Given that previous studies have shown that the effects of specific happiness-increasing activities, such as recalling acts of kindness ( Shin et al, 2021 ) and gratitude ( Shin et al, 2020 ), differ in individualist and collectivist societies, it is questionable to generalize the psychological benefits of these interventions in various contexts.…”

“…Although there is evidence showcasing how positive psychological interventions can facilitate well-being outcomes among teachers ( Chan, 2010 , Chan, 2013a ; Dreer, 2020 ; McCullough, 2015 ; Taghvaienia & Alamdari, 2020 ; Zadok-Gurman et al, 2021 ), several gaps remain unfilled in previous investigations. First, except for the research of Zadok-Gurman et al (2021) , these studies mostly paid attention to the efficacy of well-being interventions before the surge in the COVID-19 infection.…”

“…First, except for the research of Zadok-Gurman et al (2021) , these studies mostly paid attention to the efficacy of well-being interventions before the surge in the COVID-19 infection. Second, investigations commonly adopted interventions with single ( Birchinall et al, 2019 ; Klingbeil & Renshaw, 2018 ) or few components to cultivate different psychological strengths or states ( Ansley et al, 2021 ; Dreer, 2020 ; Taghvaienia & Alamdari, 2020 ; Zadok-Gurman et al, 2021 ). Third, past studies have primarily concentrated on how these positive psychological interventions impact on the well-being of teachers in Western societies, such as the United States ( Ansley et al, 2021 ; McCullough, 2015 ) and Germany ( Dreer, 2020 ).…”

“…Second, investigations commonly adopted interventions with single ( Birchinall et al, 2019 ; Klingbeil & Renshaw, 2018 ) or few components to cultivate different psychological strengths or states ( Ansley et al, 2021 ; Dreer, 2020 ; Taghvaienia & Alamdari, 2020 ; Zadok-Gurman et al, 2021 ). Third, past studies have primarily concentrated on how these positive psychological interventions impact on the well-being of teachers in Western societies, such as the United States ( Ansley et al, 2021 ; McCullough, 2015 ) and Germany ( Dreer, 2020 ). The relatively sparse literature on comprehensive well-being interventions for teachers, particularly in collectivist settings such as Hong Kong, is a critical gap that needs to be immediately addressed to reduce their risk of experiencing maladaptive states (e.g., burnout, anxiety) in the midst of the COVID-19 pandemic.…”