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Citation:
Lo, N. P. -K., & Punzalan, C. H. (2025). The impact of positive psychology on language teachers in higher education. Journal of
University Teaching and Learning Practice, 22(1). https://doi.org/10.53761/5ckx2h71
The impact of positive psychology on language teachers in higher
education
Noble Po-Kan Loa,b and Christopher H. Punzalanc
a Lancaster University, United Kingdom; b Hong Kong Polytechnic University, Hong Kong; c National University, Manila,
Philippines
Abstract
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.
Practitioner notes
1. Institutions should consider embedding Positive Psychology (PP) techniques into professional
development programs to enhance teacher well-being and resilience.
2. Since teachers operate in diverse East Asian higher education settings, PP programs should be adapted
to align with cultural norms and institutional expectations for maximum effectiveness.
3. Programs to enhance emotional well-being and stress management can help educators better cope with
the challenges of teaching in high-pressure academic environments.
4. Given the lack of comprehensive assessments, institutions should systematically evaluate PP
interventions to measure their long-term effectiveness and refine them accordingly.
Keywords
positive psychology, language teachers, higher education, well-being, resilience
Editors
Section: Educational Psychology
Editor in Chief: Dr Joseph Crawford
Senior Editor: Professor Louise Taylor
Publication
Submission: 2 January 2024
Revised: 20 May 2024
Accepted: 14 January 2025
Published: 17 February 2025
Copyright © by the authors, in its
year of first publication. This
publication is an open access
publication under the Creative
Commons Attribution CC BY-ND 4.0
license.
Introduction
While cognitive theories have historically dominated the field of applied linguistics, in recent years,
researchers have become increasingly interested in the role of emotions in language acquisition
and teaching. This reflects significant research data suggesting that teacher well-being deficits
may correlate with poorer learning outcomes for students and reduced teacher retention rates
(Dreer, 2023). Typically, factors such as motivation, anxiety, and burnout have long been studied
in relation to their impact on language teaching efficacy, teacher retention, and student learning
outcomes. Lately, however, there has been an expansion of attention toward incorporating
Positive Psychology techniques to support teacher well-being and student learning outcomes
(Ryan & Liu, 2022).
Positive psychology (PP) is a sub-field focused on understanding human well-being (Seligman &
Csikszentmihalyi, 2000). In addition to its focus on describing and understanding the factors that
contribute to human well-being, PP is often accompanied by a normative agenda for advancing
human well-being through better understanding and promoting the strengths, traits, and
behaviours that contribute to the human well-being experience (Ben-Shahar, 2007). This makes
PP distinct from a deficits-based focus on mental health that seeks to remove obstacles to well-
being and instead actively seeks to promote well-being through various means. This describes
the ‘positive’ aspect, given that it seeks to encourage a proactive approach to fostering human
well-being.
The field of PP has grown substantially over the last two decades within research applied to
education despite a comparative lack of attention in general psychology (Hobbs et al., 2022).
Research has consistently demonstrated that PP techniques benefit individuals by supporting the
development of a positive learning environment, promoting mental health, and reducing anxiety,
which are key factors in encouraging student engagement and academic performance (Kotera et
al., 2022). For example, implementing resilience-building activities like Growth Mindset exercises
can help students develop persistence, while regular positive feedback loops can encourage them
to view challenges as learning opportunities (Dweck, 2006). Integrating mindfulness exercises
during class transitions can also help regulate emotional well-being and boost focus (Schonert-
Reichl & Roeser, 2016). However, despite these claims, there is limited empirical evidence
demonstrating the direct impact of PP in these domains, particularly within language education.
This gap highlights the need for further research to evaluate how PP interventions can effectively
support well-being and teaching practices in diverse educational contexts. Such research typically
claims the efficacy of PP towards enhancing qualities or traits such as personal growth,
enthusiasm, inventiveness, pleasure, perseverance, and resilience (Ryff & Singer, 1998).
Despite the growing interest in Positive Psychology (PP) within educational settings, there is
limited understanding of how familiar higher education teachers in East Asia are with these
approaches or how they perceive their relevance to professional well-being. While several
institutions introduced PP initiatives and programs for teachers during the COVID-19 pandemic
and in subsequent years, little research has systematically evaluated the effectiveness of these
interventions or how teachers have engaged with them. Specifically, the current body of literature
lacks research exploring how higher education teachers in East Asia view PP and its potential
impact on their well-being, leaving an important gap in understanding the practical applications of
PP in this context.
This study, therefore, aims to understand better the potential effects of a training program in
Positive Psychology interventions, including techniques such as Growth Mindset exercises and
resilience-building strategies, on the emotional and professional well-being of language teachers
in East Asian higher education. This will offer a stronger empirical foundation for advocating the
use of PP in language learning and teaching. Specific research questions were:
1. How do higher education language teachers in East Asia perceive the impact of a positive
psychology program of interventions on their emotional and professional well-being?
2. What specific components of these programs do language teachers attribute to improving
their well-being (e.g., structure, delivery method, or content)?
3. Which Positive Psychology strategies (e.g., Growth Mindset, resilience-building) do
language teachers find most effective in fostering emotional resilience and professional
satisfaction?
Literature
Positive psychology
PP forms a branch of psychology that focuses on studying and promoting positive elements of
human well-being (Gable & Haidt, 2005). Rather than addressing negative aspects of human well-
being, such as causes of mental illness, PP seeks to examine the factors that contribute to a
fulfilling life (Oladrostam et al., 2022). Also, it studies the relationships between emotions, beliefs,
attitudes, and learning outcomes and discovers and promotes practices that enhance learning
well-being and outcomes (Sirin & Rogers-Sirin, 2004). These practices include gratitude
exercises, mindfulness, meditation, positive feedback, and resilience training designed to foster
emotional well-being and facilitate more effective learning (Duckworth et al., 2005). In this regard,
it attempts to understand the roles that positive emotions, strengths, and resilience play in
contributing to well-being and understanding what practices and conditions might promote good
mental health.
PP techniques enable humans to develop positive traits and strengths to improve their well-being
and develop positive relationships and social support networks to bolster mental and emotional
well-being (Seligman et al., 2005). For example, gratitude practices and mindfulness have been
linked to improved life satisfaction and emotional health (Cheung & Lau, 2021). However, some
criticisms emerged regarding the limitations of PP. Critics argue that it may oversimplify emotional
and mental health issues by focusing on positive aspects rather than addressing negative
symptoms or trends (Coifman et al., 2016). For example, some argue that PP can suppress
negative emotions by cultivating a more positive mental state or processes (Fredrickson, 2001).
Furthermore, the effectiveness of these interventions may vary across different cultural contexts.
Research suggests that cultural differences are important in how learners perceive and respond
to PP interventions (Bacon, 2005). Therefore, it is crucial to rely on culturally relevant research
when developing PP-based programs or interventions to improve well-being and learning
outcomes in diverse educational environments.
Likewise, there are concerns about how applicable PP is across different cultures, as
constructions of well-being and what constitutes positive emotions or thinking may differ
considerably across cultures (Lomas, 2015). For example, in many East Asian contexts, well-
being is often framed in terms of collective harmony, social responsibility, and balance, whereas
Western frameworks, like those underlying much of the PP research from the USA, often
emphasize individual fulfillment and personal achievement (Markus & Kitayama, 1991). These
differences suggest that some PP strategies, which prioritize individualistic goals, may need to be
adapted to resonate with cultural values in East Asia. This highlights the importance of
investigating how well PP functions in practice and exploring how it is perceived and implemented
in various cultural settings. By addressing these cultural nuances, this study contributes to
understanding how PP interventions can be tailored to better support teacher well-being in East
Asian higher education institutions.
When applied to educational settings, PP is often associated with enhancing educational
outcomes by fostering improved motivation, engagement, and mental health (Kennette & Myatt,
2018). This research is supported by studies that link certain emotions or mental states to
improved educational outcomes. However, the impact of PP on teachers, particularly in terms of
its role in improving their well-being, remains underexplored globally, particularly in East Asian
higher education institutions. This study aims to fill this gap by examining how English language
teachers perceive PP interventions in higher education across East Asia, focusing on their
contributions to teacher well-being.
Emotions and language learning
Promoting Positive Psychology (PP) in educational settings is increasingly supported by research
linking teachers’ emotional and mental states to effective language teaching. While much of the
existing literature focuses on students, growing evidence highlights the significant impact of
teachers’ well-being on their teaching practices and professional effectiveness. For example,
studies have demonstrated that teacher motivation is vital for creating engaging and supportive
learning environments and contributes to better classroom management and instructional
outcomes (Anjomshoa & Sadighi, 2015). Additionally, self-esteem and self-efficacy among
teachers are positively associated with their ability to implement effective instructional strategies
and persevere through professional challenges, making these dispositions critical for sustained
teaching success (Mills, 2014).
Moreover, mental resilience and effective coping strategies have increased teacher satisfaction
and retention rates, enabling educators to manage stress more effectively and maintain a positive
teaching outlook under pressure (Li, 2022). Finally, research suggests that adopting a Growth
Mindset empowers teachers to perceive challenges as opportunities for personal and professional
development, enhancing their well-being and their ability to inspire students through adaptive
teaching practices (Zarrinabadi & Lou, 2022). These findings underscore the importance of
focusing on teachers’ emotional and mental states when designing and implementing PP
interventions, particularly in language education.
Positive psychology and teaching
A lesser-researched area of PP and its application to education is the relationship between PP
and teaching. Some suggest that PP techniques can be helpful in teaching, such as using
mindfulness exercises to help teachers manage stress and remain present during lessons or
incorporating gratitude practices to foster a positive classroom atmosphere and can subsequently
improve teacher-student relationships, model positive behaviours to students, increase teacher
creativity and innovation, and enhance teacher learning and professional development (Pluskota,
2014; Wang et al., 2021). For example, teachers practicing resilience-building activities, such as
identifying strengths during challenging situations, may develop more innovative solutions for
addressing classroom issues. Similarly, Growth Mindset techniques, such as reframing
challenges as opportunities, can enhance teacher learning and professional development.
Beyond this, teaching may be improved as a secondary benefit of promoting teachers' well-being
(Hascher et al., 2021). This well-being may be achieved by enhancing traits such as resilience,
reducing teacher stress, and increasing job satisfaction (Dreer, 2020) – factors related to a
reduction in teacher attrition and improved teaching quality in the classroom (Ryan et al., 2017).
For instance, teachers who engage in PP-based reflection and goal-setting may experience
greater job satisfaction, leading to better classroom engagement and consistency in teaching
delivery.
Since the COVID-19 pandemic, PP techniques have received more attention for improving
teacher well-being and have inspired research into their efficacy and methods. For example, peer
support in digital environments and other initiatives that boost teachers' well-being may enhance
their teaching practices (Froehlich et al., 2022). However, research on this specific application is
less common. For example, much of this research focuses on the well-being of teachers at the
primary or secondary level (García-Álvarez et al., 2021). Similarly, much research focuses on the
general impact on teachers rather than specifying according to the subject taught (Vo et al., 2022).
This is a problem as what methods of implementing PP are suitable may differ according to the
demands of different subjects. Specifically, it is possible to incorporate techniques and practices
into school culture, professional development, and/or teachers' everyday routines.
Nevertheless, research is increasingly focusing on PP interventions as explicitly applied for the
benefit of teachers rather than students and their effect on teacher well-being as opposed to
teaching quality or student outcomes (Yeh & Barrington, 2023). Likewise, some research on
higher education in Asian contexts points to the utility of fostering positive emotions toward
improving teacher well-being (Song, 2021). The teaching environment's collective and social
dynamics influence English teachers' professional well-being, highlighting that it is shaped not
only by individual and subjective experiences but also by the broader social context (Nadlifah et
al., 2023). Studies on using PP interventions among English language teachers are also
encouraging regarding their potential outcomes (Yang, 2022).
Theoretical approach
This research takes place within a social constructionist theoretical framework. Social
constructionism holds that individuals construct social reality out of the social environments they
inhabit and interact with, being subject both to influence on account of institutional norms (e.g., of
schools) as well as broader cultural norms (e.g., societal values, governmental policies, etc.)
(Witkin, 2012). By the same token, individuals contribute to these norms through their practice
(Searle, 1995). Understanding how and why individuals, in this case teachers, act in certain ways
requires understanding how they interpret the social world they inhabit.
The role of emotions and attitudinal dispositions mediating teacher cognition and decision-making
is well-established (Sheppard & Levy, 2019). In investigating the application of PP interventions
in teaching contexts, it is necessary to understand how teachers interpret them based on their
educational and teaching experiences. The social constructionist approach thus implies the utility
of an interpretivist approach to research, avoiding material epistemologies such as positivism in
favour of a design that can investigate intangible factors such as thoughts, feelings, and attitudes
(O'Reilly, 2009).
Existing studies focus on general well-being or student-centered applications of PP, leaving a
noticeable gap in understanding how educators have received and benefited from these
programs. There is a lack of specific research on how teachers in higher education across East
Asia perceive the contributions of PP to their well-being. While several higher education
institutions in the region have implemented PP initiatives and programs aimed at supporting
teachers, particularly in response to the challenges posed by the COVID-19 pandemic, there has
been limited exploration of how teachers perceive and engage with these interventions. Moreover,
the variation in cultural contexts across East Asia, which may shape teachers’ responses to PP
interventions, has yet to be fully explored in the literature.
Method
Data collection and participants
The study utilized focus groups with 86 English language teachers, comprising 52 female and 34
male teachers, from higher education institutions across five East Asian localities: China, Hong
Kong, Japan, South Korea, and Thailand. The participants were organized into focus groups of
8–12 teachers each, ensuring manageable group sizes to facilitate meaningful discussion. Each
focus group represented a mix of participants from different institutions within their locality,
allowing for a broad range of perspectives.
The demographic characteristics of the participants varied in terms of age, teaching experience,
and professional background. Participants ranged in age from 25 to 55 years, with an average
age of 40. The group included teachers with a range of teaching experience: 30% had fewer than
5 years of experience, 40% had 5–15 years, and 30% had more than 15 years of teaching
experience. The sample was predominantly female (approximately 70%) and represented
teachers from diverse academic specializations within English language education, including
general English, academic English, and English for specific purposes (ESP).
All participants had completed a minimum of one hour of training on Positive Psychology
interventions, such as mindfulness practices and gratitude exercises, as part of initiatives
implemented by their institutions. This ensured that all participants had at least a baseline
understanding of Positive Psychology and its potential applications in educational contexts.
Participation in the study was voluntary, and teachers were recruited through institutional
invitations sent to higher education institutions in each locality.
Procedures
Participants gave their informed consent before participating in the study. They were recruited
through advertisements in online social media groups for English language teachers and group
emails sent out through collaborating institutions. The advertisements invited English language
teachers in higher education across China, Hong Kong, South Korea, Japan, and Thailand to
participate in a study exploring their experiences with Positive Psychology (PP) interventions in
teaching. Potential participants were informed that the study aimed to understand how PP
techniques and strategies might impact teachers’ well-being and professional practices.
Teachers were required to complete an interest form as part of the screening process. This form
included a question about their awareness of PP, asking whether they had received training or
education on PP techniques, theory, or activities. To strengthen the sample, only teachers who
indicated that they had prior exposure to PP were included. Participants were also screened
based on locality, teaching level, and at least three years of teaching experience.
Teachers were grouped by nationality into 10 online focus groups, with approximately 8–10
participants per group. The researchers conducted and led focus groups using Microsoft Teams.
Participants represented a range of disciplines within English language education, including
general English, academic English, and English for specific purposes (ESP).
Focus group discussions were semi-structured, with participants being asked set questions
designed to explore their perceptions of PP interventions and their potential impact on
professional well-being. For example, participants were asked:
1. “How have you experienced Positive Psychology strategies in your teaching practice?”
2. “What aspects of these strategies do you think have been most effective for your well-being
or professional development?”
3. “What challenges, if any, have you faced when using Positive Psychology techniques in your
teaching?”
The semi-structured format allowed the researchers to prompt for more detail or clarify questions
as needed (Santhosh et al., 2021). Group discussions were conducted in English, and while the
use of English as a second language (L2) for some participants may have influenced responses,
the impact was likely mitigated by their professional experience in teaching English. The
interviews were digitally transcribed and manually corrected for accuracy, using clean
transcription methods to ensure the data was clear and suitable for analysis (Tang, 2023). This
approach removed unnecessary filler words or repetitions while preserving the core meaning of
participants' responses. Thematic analysis was then employed as the primary method for
analysing the data. Transcripts were read multiple times to ensure familiarity and initial notes on
relevant topics were recorded. These topics were subsequently refined and grouped into broader
themes. The researchers further organized these themes into thematic cluster grids, categorizing
the data into main themes and subthemes. These clusters were directly aligned with the study’s
research questions, focusing on teachers' conceptualizations of Positive Psychology (PP), their
experiences implementing it in teaching, and their challenges. For example, clusters included
themes such as resilience-building practices, teacher well-being strategies, and classroom
dynamics. After completing the analysis for each focus group, the findings were consolidated into
a master list of themes, which provided a comprehensive framework for interpreting the study’s
results. This structured approach ensured that all relevant insights were systematically identified
and aligned with the study’s objectives.
Reflexivity
In qualitative research, the researcher’s positionality and experiences significantly influence the
collection and interpretation of data. As the researchers, we acknowledge our role as both an
insider and an outsider in this study. Our background teaching experiences in higher education
provide a shared professional context with the participants, while one of us taught English
language courses. This shared background allowed us to establish rapport with the participants,
understand their terminology and references, and interpret their experiences with greater nuance.
At the same time, we know that our role as researchers introduces an element of outsider
perspective. While familiar with Positive Psychology (PP) theories and practices, we do not share
the participants' training or institutional contexts. This dual positionality likely shaped how we
approached the research questions, framed the interview questions, and interpreted the
participants’ responses. During the thematic analysis, our professional interest in PP and its
potential in education may have subtly influenced how we prioritized certain themes, such as
teacher well-being.
To mitigate potential biases, we employed several strategies to ensure the rigor and objectivity of
the analysis. These included reflexive journaling throughout the research process, seeking
feedback from peers familiar with qualitative research and PP, and triangulating findings by
comparing multiple focus groups. Furthermore, we carefully allowed participants’ voices to guide
the analysis, ensuring that their perspectives were prioritized over preconceived notions or
theoretical frameworks.
Data analysis
Thematic analysis was used to analyse transcriptions from focus groups (Braun & Clarke, 2006).
This approach allows researchers to identify themes relevant to research questions, offering
flexibility and the ability to uncover unexpected insights (Nowell et al., 2017). It is accessible,
especially for novice researchers, and can highlight differences and similarities among
participants’ perspectives. The thematic analysis involves coding text sections to identify themes
using an inductive approach where codes are developed to represent the data through analysis
rather than from pre-defined categories (Linneberg & Korsgaard, 2019). This process requires
repeated readings and data comparisons to develop codes that accurately represent the data
(Thomas, 2013). These codes are then organised into themes and subthemes.
Results and discussion
Four main themes were generated from the analysis (Table 1). In summary, the first theme
focuses on participants’ conceptualizations of Positive Psychology, encompassing their varied
interpretations of its definitions and relevance to teaching practices. The second theme examines
the implementation of PP strategies, highlighting how teachers integrated techniques such as
resilience-building and mindfulness into their teaching. The third theme explores the perceived
benefits of these strategies, particularly their impact on teachers' professional and emotional well-
being. Participants noted improvements such as reduced stress, increased job satisfaction, and
enhanced teacher-student relationships. Finally, the fourth theme addresses the challenges and
cultural considerations of applying PP strategies, including cultural mismatches and practical
constraints within higher education settings.
This analysis underscores the interconnectedness of teachers’ understanding, implementation
practices, and perceptions of the effectiveness of PP strategies, offering a comprehensive
framework for exploring its role in teacher well-being.
Table 1
Themes and Subthemes for Focus Groups
Category
Subthemes
Description
Core Features
of Positive
Psychology
Meaningfulness
How PP enhances a sense of purpose in teaching
Resilience
Building resilience through PP practices
Independence
Fostering self-reliance among teachers and
students
Relationships
Strengthening interpersonal connections, including
teacher-student interactions and peer relationships
Accomplishment
Emphasizing success and growth through positive
feedback
Teacher
Benefits
Optimism
Improved outlook on teaching
Improved Mood
Reduction in negative feelings and stress
Reduced Stress
Managing workload
Focus/ Engagement
Increased commitment to teaching tasks and active
involvement in professional development
Instructional
Benefits
Improved
Relationships
Improving classroom dynamics and communication,
fostering trust, and creating a positive learning
Potential Impacts on
Students
Empowering students to manage their learning,
build confidence in their abilities, and participate
actively with enthusiasm.
Challenges and
Opportunities
Understanding
Limited awareness of PP theory and application
Implementation
Difficulties in applying PP strategies within the
classroom environment
Assessment
Lack of clear ways to measure PP impact on
teaching and learning
Finding Time
Struggles to incorporate PP strategies into busy
teaching schedules
Professional Growth
Opportunities for career development and
improvement through better well-being and PP
practices
Core features of positive psychology
This theme explores the aspects of Positive Psychology (PP) that participants identified as most
supportive of their well-being. Several factors were raised in this regard. For one, the participants
stated that ‘meaning’ was important in improving their well-being. As one put it, ‘what I had lost in
my work was a sense of purpose, and I feel that engaging in positive psychology strategies
restored that to me’ (TC2). Meaning is one of the main components of some PP models, such as
Seligman’s (2011) PERMA (Positive emotions, Engagement, Relationships, Meaning,
Accomplishments) model, which emphasises meaning as a core component of well-being.
Participants’ ability to reconnect with a sense of purpose underscores the practical impact of
incorporating PP interventions into their professional lives, such as connecting language to certain
life goals.
Another significant factor identified by participants was resilience, which they perceived as a direct
outcome of applying PP strategies. While resilience is sometimes seen as a product of PP rather
than a core element, specific PP interventions are designed to build resilience, often linked to a
Growth Mindset (Duckworth et al., 2007). One participant noted, “I feel more capable of bouncing
back after setbacks, which has improved my mental outlook” (CA4). This finding aligns with
Frydenberg's (2017) work on grit and perseverance, where resilience is described as a crucial
skill in maintaining a positive and productive outlook, both personally and professionally. In the
context of language teaching, students can be guided to perceive difficulties not as failures but
as opportunities for learning.
Similarly, participants identified themselves as more ‘independent’ using PP strategies: ‘I feel like
I am less needy in my relationships. I can rely upon myself in a way that I couldn’t before because
I know I have the skills I need’ (CA6). Focusing on relationships was a common feature of PP
mentioned by the participants as generating good results for their well-being and professional life.
This aspect of PP is commonly integrated into educational programs to foster student well-being,
further suggesting its applicability in classroom settings. Teachers can apply these PP strategies
to model and promote resilience and healthy relationship-building in their students.
The teachers also emphasised the important role that accomplishments played in PP. One
participant set out their view on the role this plays:
I think when we talk about applying PP, we are expecting better outcomes to accomplish
something. But actually, what it does is put your accomplishments into perspective. So
with my colleagues here, I’m thinking about, okay, why have I not been promoted? But
actually, it’s more about, look how well I’ve done to get here. As well as that, sometimes
you get what you want and you’re still not happy. So it’s about how you identify and
respond to accomplishments rather than, ‘I want to use PP to achieve that’. (JA1)
A sense of accomplishment is often associated with quality of life and well-being. However, the
teacher correctly identifies that the attitude toward accomplishment is an important element within
PP theory (Seligman, 2011). This distinction reflects that PP encourages individuals to adopt a
growth-oriented mindset, where large or small accomplishments are viewed as stepping stones
for personal and professional development. By reframing their perspectives on accomplishments,
teachers can maintain a positive outlook, even in the face of perceived failures or unmet goals.
This approach enables teachers to embrace the challenge of setting new goals with resilience
and optimism, key elements of PP that can have a transformative impact on their professional
well-being and classroom effectiveness.
Teacher benefits
Another category of theme in the teachers’ responses was about the benefits of PP to themselves
as teachers and individuals. One of the main ways teachers reported improvements was through
a more optimistic outlook on their work and life. Some teachers were unequivocal in stating how
much it had improved their view of work:
Previously, I had a tendency to be quite negative about my work life because there was a
culture of this in the staffroom. The narrative is ‘we’re overworked and underpaid’. Okay,
but actually we’re quite well-paid and I like my work. Sometimes you can adjust your whole
outlook on life through taking a step back and looking at your situation differently and these
strategies encourage you to do that. (HC7)
Teachers spoke of their improved optimism regarding their personal lives and careers and the
future of their working practice.
Reduced stress and improved moods were common themes reported across the focus groups.
This was not correlated with a reduction in workload but rather an improved ability to cope with
the workload, which was one of the main stressors:
I know we have a tendency to look at a big pile of marking and go ‘I can’t cope with this’,
but actually we can. We do it everyday and we still find time to make the dinner and see
our families. So now my attitude is, ‘no, I can cope with this’. (JC4)
I used to be a very stressful person. I would stress my wife out, I would stress over stress.
And I think it can be helpful to get perspective on that. But really some of these strategies,
it’s like doing exercise. It’s not necessarily cognitive reasoning, it works on a more base
level, like a hormonal shift caused by new thought patterns or behaviours. (TA2)
PP strategies aim to increase coping skills and resilience to no small degree, which may be
particularly useful for teachers who struggle with workload (Watson et al., 2019).
Several teachers also felt they had become more focused on their work and engaged with their
practice using PP strategies. One Chinese teacher reported how they felt PP had helped them to
change their attitudes towards their work:
I think before I would often come in like ‘oh, I can’t wait for the day be over’, but now it’s
more like, ‘I am excited to see my students and to see them have fun’. I am more engaged;
I am a more fun teacher. I want to be there because I like to talk to my students. (CC4)
Although PP is often more associated with student engagement (Kotera et al., 2022), it
presumably can function according to similar mechanisms to induce improved teacher
engagement. Notably, the teacher (CC4) describes increased motivation to complete their work
without mentioning changing circumstantial factors, suggesting that the PP strategies or
interventions were responsible for this shift in attitude.
Instructional Benefits
One of the main categories of response that the language teachers gave was regarding their
experience of the instructional use of PP. They emphasised how PP could improve their
relationships with their students. Participants gave several responses indicating the potentially
positive nature of improvements to these relationships because of mutual gratitude:
One of the things that I like to focus on most is respect for each other. We can be grateful
for each other: them for myself as a teacher and I for them as students. (TC4)
I feel that when we are encouraged to be grateful to each other, we are more likely to
honour our relationship as teacher and pupil. (JA5)
The teachers interviewed highlighted the importance of working towards improving relationships
in the classroom and how getting to know their students better encouraged more dialogue and
improved language acquisition. Some linked this to communicative learning teaching (CLT) (Toro
et al., 2019).
Another benefit identified by the teachers was the potential impact of PP on students. Teachers
identified PP as possibly aiding students to engage better with their material by focusing on their
strengths and encouraging curiosity. For example, operationalising PP in the classroom could
empower students to manage their learning, build confidence in their abilities, and participate
actively with enthusiasm:
What positive psychology does is not simply improve how you think about the world but
how you think about yourself. When you are positive about your abilities and potential, you
get out of your own way and stop holding back your own learning. You go headlong into
it. (HB4)
What the teachers described as ‘self-confidence’ may be better described from the perspective
of educational psychology as ‘self-efficacy’ insofar as it was related to motivation on behalf of
students (Schunk & DiBenedetto, 2021). What Teacher HB4 describes also contains aspects of
a ‘Growth Mindset,’ or an attitude by which acquiring new skills and knowledge is possible and
desirable (Limeri et al., 2020).
Teachers also believed that students potentially benefited significantly from greater self-regulation
because of PP strategies. Self-regulation can positively impact how students go about their
independent learning (Sukowati et al., 2020), as was described by one teacher in Thailand:
When a student’s confidence improves, they are more comfortable completing self-study.
And this is what I’ve noticed. So, if you can improve how students view their own abilities
to learn, you can encourage them to take learning into their own hands. In turn, you’ll see
students come to you better prepared and having completed work in anticipation of you
setting it. (TC1)
PP strategies such as fostering self-awareness, setting goals, and inculcating resilience have
been associated with improvements in self-regulation (Fomina et al., 2020). This might explain
why teachers associated PP and self-regulation due to the empirically established relationships
between PP strategies and behaviours conducive to effective independent learning.
Challenges and opportunities
The participants were asked about the challenges they could identify regarding employing PP
strategies successfully, as well as what opportunities they saw for applying PP either
professionally or personally. A significant challenge was the limited understanding of PP, its
theories, and its practical application among teachers. Providing concrete examples of how PP
could be operationalized in the classroom, such as through Growth Mindset exercises, resilience
training, and regular feedback loops, would be essential to enhance its practical application.
Although only a few participants explicitly stated unfamiliarity with PP, many sought clarifications
on its strategies and purposes, and some echoed the responses of others, suggesting limited
independent understanding. This indicates that many language teachers in East Asia have
minimal exposure to PP in their training or professional experience, revealing the need for
targeted training and professional development. Such training could help educators better
understand and apply PP principles, empowering them to improve their well-being and teaching
effectiveness. Teacher training programs should develop educators' self-regulation and socio-
emotional skills to enhance their well-being and manage stress effectively. Providing concrete
examples of how PP could be operationalized in the classroom, such as through Growth Mindset
exercises, resilience training, and regular feedback loops, would be essential to enhance its
practical application.
Teachers mentioned challenges for implementation within professional contexts regarding its use
in instruction. Interestingly, some teachers identified few opportunities for its implementation and
others plenty:
I think whilst I agree with the principles of it, I don’t know how we can put it into practice in
the classroom. If you’re looking at grammar lists or whatever, it’s difficult to say then, ‘By
the way, feel good about yourself’. It seems like something that’s not appropriate for
education at this level. (KA4)
So when I’m teaching, I like to encourage the students to be as positive as possible. When
we’re giving feedback, we can emphasise, ‘You have the potential to do this’, or when we
are setting assignments, I want to encourage, ‘You really can do this, you have all the
resources.’ So I want them always to think positively because you can learn English
naturally. (KA2)
Interestingly, in the above example, both teachers worked in the same department at the same
university, demonstrating that perceptions of opportunities for implementation in English-
language teaching differ considerably between university teachers. However, one factor they
appeared to agree on was that it was often difficult to judge its effects, with many teachers who
were asked to employ it stating that they struggled to assess how effective an approach was
proving in practice.
When talking about their personal use of PP strategies, the teachers often stated that they found
it challenging to find the time to use PP. One participant stated, ‘I agree that it would probably
help me a lot if I did it, but I just can’t find the time to do it’ (HC5), whilst another argued that they
simply did not have the time to work on themselves (CB3). However, others disagreed and stated
that finding the time to employ it was necessary because it could contribute to their professional
growth. As one teacher argued, PP has the potential to improve career outcomes for teachers:
We’re talking about what it can mean to think positively and teach positively, but what
about in terms of your own education and career? […] Because you can really transform
yourself with your mind. The only difference between someone that is stuck at the bottom
and another who is a department head is time served and work done. If you can change
your attitude, you change your habits and that can transform your career. (TC6)
Teachers felt that improving their well-being could improve their careers and teaching, indicating
that professional and personal growth was a motivating factor behind adopting PP strategies.
Overall, the above findings reveal several issues. For instance, teachers reported various
personal benefits concerning their outlook, mood, focus, and stress levels. At the same time, they
also noted instructional benefits, such as improved relationships with students, greater self-
regulation, increased confidence, and higher engagement among students. Likewise, the
teachers noted similar challenges, such as finding time to implement PP strategies in practice
and their own lives. Nevertheless, they acknowledged specific benefits to PP, such as enhanced
meaningfulness, resilience, independence, relationships, and accomplishment.
Finally, the analysis highlights an opportunity to deepen teachers’ understanding PP’s theoretical
foundation and implementation strategies. Although teachers recognised its potential for personal
and professional growth, their lack of deep understanding of the concept suggests that the
likelihood of them successfully applying it without further education and training is limited. This
gap may impact the reliability of the responses and should be considered when concluding.
Limitations
This study did not directly evaluate the impact of teacher PP training on student learning
outcomes. The findings rely on teacher perceptions, which may influence subjective
interpretations of classroom dynamics. Future research should include direct measures of student
behaviour and performance to substantiate these claims. Additionally, as discussed in the
literature review, cultural differences may explain why some aspects of PP are emphasised
differently across the focus groups, particularly when compared to Western perspectives on
positive psychology. It remains the case, however, that PP as a theory is shaped by international
research. Still, in some cases, the teachers’ understanding of the core theoretical assumptions of
PP and its specific applications was quite poor, highlighting the need for further pre-service
teacher training and professional development on PP in education.
Future Research
This study has several limitations that might be addressed through future research. For one, the
study did not compare how participants responded to specific PP strategies, programs,
interventions, or practices, meaning there is limited scope for making recommendations as to
what specific measures might be taken to improve the well-being of teachers. An experimental
design may rank the utility of various interventions to improve teacher well-being. Besides, the
acknowledgment of apparent differences in responses to the questions about PP across the
educational systems included in the study invites future cross-cultural comparisons of teachers’
perspectives on the utility of PP in education. This study points the way to future research in these
areas. Finally, the teachers received limited training for PP. Further PP training for teachers is
suggested to improve well-being and classroom practices. For example, training workshops could
incorporate mindfulness techniques for stress management, Growth Mindset exercises for
building student motivation, and resilience training for managing classroom challenges. These
practical applications can help teachers foster both their well-being and their students’
engagement.
Conclusion
This study examined the role of positive psychology (PP) in English-language education, focusing
on its impact on teacher well-being. Interviews with 86 teachers from five East Asian countries
revealed that PP strategies provided personal benefits such as enhanced optimism, mood, focus,
and reduced stress, as well as professional benefits like stronger teacher-student relationships
and improved student confidence, engagement, and self-regulation. Teachers valued PP for
fostering meaningfulness, resilience, independence, and accomplishment, though many faced
challenges like limited time for implementation and a lack of theoretical understanding. Despite
these barriers, teachers viewed PP positively, recognizing its potential to enhance personal well-
being and professional practice. The findings underscore the need for better education and
training on PP to maximize its benefits for teachers and students. Further research is
recommended to explore effective implementation strategies within East Asian education
systems.
Acknowledgements
The authors disclose that they have no actual or perceived conflicts of interest. The authors
disclose that they have not received any funding for this manuscript beyond resourcing for
academic time at their respective universities. The authors have not used artificial intelligence in
the ideation, design, or write-up of this research as per Crawford et al. (2023). The authors confirm
that they have met the ethical standards expected as per Purvis and Crawford (2024). The authors
list the following CRediT contributions: Noble Po-kan Lo: Conceptualization, Methodology, Data
Curation, Writing – Original Draft. Christopher H. Punzalan: Conceptualization, Writing – Review
and Editing, Supervision.
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