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Enhancing Language Teachers' Well‐Being Through Positive Psychology Interventions: A Mixed‐Methods Study Focusing on Gratitude Journaling.

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Title: Enhancing Language Teachers' Well‐Being Through Positive Psychology Interventions: A Mixed‐Methods Study Focusing on Gratitude Journaling.
Authors: Jeliseh, Mahsa Taati1 (AUTHOR), Valizadeh, Mohammadreza2 (AUTHOR), Zohrabi, Mohammad3 (AUTHOR), Xodabande, Ismail4 (AUTHOR) ismail.xodabande@khu.ac.ir
Source: Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p4276-4292. 17p.
Subject Terms: *School environment, *Language teachers, *Psychology of teachers, *Psychological resilience, *Mixed methods research, Positive psychology, Well-being
Geographic Terms: Iran
Abstract: Despite increasing attention to teacher well‐being over the past years, few studies have explored the outcomes resulting from implementing low‐cost, teacher‐directed interventions grounded in a positive psychology perspective. In addressing this gap, this study investigated the effects of an 8‐week gratitude journaling intervention on the well‐being of language teachers in Iran, using a convergent mixed‐methods approach. A total of 40 EFL teachers were selected using purposive and convenience sampling techniques and participated in a randomized controlled trial. Data were collected through validated scales measuring gratitude and subjective well‐being. Quantitative results analyzed using mixed ANOVA demonstrated significant improvements in all well‐being dimensions post‐intervention, with the largest effect observed in social well‐being (partial η2 = 0.252, p < 0.001). These findings suggest that gratitude journaling effectively enhances both individual and social facets of well‐being among teachers. Furthermore, multivariate tests indicated significant interactions between time (pre‐ and post‐intervention) and group (experimental vs. control), particularly highlighting the role of the intervention in these improvements. The qualitative strand, analyzed through thematic analysis, revealed three primary themes: (1) enhanced emotional resilience, (2) strengthened social well‐being, and (3) promoted personal and professional growth, which provided deeper insights into the teachers' experiences and the subjective benefits of the intervention. The study reveals the potential of gratitude interventions in improving well‐being and fostering a positive educational environment. The findings have implications for enhancing teacher well‐being and also to the practical application of positive psychology in educational settings. Practitioner Points: Gratitude journaling can enhance language teachers' emotional resilience by helping them reflect on positive daily experiences and reduce work‐related stress.Regular reflection on students' efforts and classroom interactions improves teacher−student relationships and promotes a more supportive school climate.Integrating structured gratitude practices into professional development may support teachers' personal growth, job satisfaction, and long‐term well‐being. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Enhancing Language Teachers&#39; Well‐Being Through Positive Psychology Interventions: A Mixed‐Methods Study Focusing on Gratitude Journaling.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Psychology+in+the+Schools%22&quot;&gt;Psychology in the Schools&lt;/searchLink&gt;. Oct2025, Vol. 62 Issue 10, p4276-4292. 17p.
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  Data: Despite increasing attention to teacher well‐being over the past years, few studies have explored the outcomes resulting from implementing low‐cost, teacher‐directed interventions grounded in a positive psychology perspective. In addressing this gap, this study investigated the effects of an 8‐week gratitude journaling intervention on the well‐being of language teachers in Iran, using a convergent mixed‐methods approach. A total of 40 EFL teachers were selected using purposive and convenience sampling techniques and participated in a randomized controlled trial. Data were collected through validated scales measuring gratitude and subjective well‐being. Quantitative results analyzed using mixed ANOVA demonstrated significant improvements in all well‐being dimensions post‐intervention, with the largest effect observed in social well‐being (partial η2 = 0.252, p &lt; 0.001). These findings suggest that gratitude journaling effectively enhances both individual and social facets of well‐being among teachers. Furthermore, multivariate tests indicated significant interactions between time (pre‐ and post‐intervention) and group (experimental vs. control), particularly highlighting the role of the intervention in these improvements. The qualitative strand, analyzed through thematic analysis, revealed three primary themes: (1) enhanced emotional resilience, (2) strengthened social well‐being, and (3) promoted personal and professional growth, which provided deeper insights into the teachers&#39; experiences and the subjective benefits of the intervention. The study reveals the potential of gratitude interventions in improving well‐being and fostering a positive educational environment. The findings have implications for enhancing teacher well‐being and also to the practical application of positive psychology in educational settings. Practitioner Points: Gratitude journaling can enhance language teachers&#39; emotional resilience by helping them reflect on positive daily experiences and reduce work‐related stress.Regular reflection on students&#39; efforts and classroom interactions improves teacher−student relationships and promotes a more supportive school climate.Integrating structured gratitude practices into professional development may support teachers&#39; personal growth, job satisfaction, and long‐term well‐being. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.70005
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        Text: English
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Language teachers
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Psychological resilience
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      – SubjectFull: Mixed methods research
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      – SubjectFull: Positive psychology
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      – SubjectFull: Well-being
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      – SubjectFull: Iran
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      – TitleFull: Enhancing Language Teachers' Well‐Being Through Positive Psychology Interventions: A Mixed‐Methods Study Focusing on Gratitude Journaling.
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              M: 10
              Text: Oct2025
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