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Cited by 88Psychological Well-being and Life SatisfactionFlow Experience in Various FieldsMindfulness and Compassion Interventions

Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being

Open access
Rahm, Tobias, Heise, Elke·2019·Frontiers in Psychology
DOI 10.3389/fpsyg.2019.02703PMC PMC6901820
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Abstract

Teachers’ health is a persistent challenge for educational systems all over the world. Moreover, research results - especially in the domain of positive psychology – indicate that high levels of well-being are associated with additional benefits improving teachers’ professional performance. Therefore, a training to foster subjective well-being with one training day, two booster sessions and exercises before, during and after the meetings was developed. It consisted of about ten hours of face-to-face time and about three hours for the exercises in total over a five-week training period. Main contents were conditions and consequences of positive and negative emotions and well-being, emotion regulation, time management, savoring and gratitude and the application of positive psychological interventions (like Three Good Things). Analyses of planned contrasts by means of a waiting control group design with three measurement points (pre, post, and follow-up) showed a significantly higher increase for the training group (n = 42) than for the control group (n = 47) in the frequency of positive emotions, life satisfaction and flourishing (interaction effects d = 0.44, d = 0.31 and d = 0.32) and a significantly stronger decrease in the frequency of negative emotions, perceived stress, and experiencing emotional exhaustion (interaction effects d = 0.69, d = 0.51 and d = 0.47) from pre to 1-month follow-up. Training effects were also visible up to five months, although no control group could be realized for this period due to the field approach.

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  • Many measures that had shown statistically significant improvement immediately post intervention were no longer significant at follow up.

    “Many measures that had shown statistically significant improvement immediately post intervention were no longer significant at follow up: time urgency after six months (Jennings et al., 2019), burnout and teacher-child interaction quality after one year (Wolf et al., 2019), and positive and negative affect after six months (Rahm & Heise, 2019).”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Rahm & Heise, 2019

    The Results and Discussion report that improvements in the frequency of positive and negative emotions were significant immediately after training but not at the later follow-up. The timing is imprecise in the citing sentence: the paper describes that follow-up as approximately five months after training (19–25 weeks), not six months. (LLM, conf=0.84)

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  • Four of the studies collected data at follow up points between six weeks to one year after the intervention ended.

    “Four of the studies collected data at follow up points between six weeks to one year after the intervention ended in order to explore the sustained impacts of the intervention (Hwang et al., 2019;Jennings et al., 2019;Rahm & Heise, 2019;Wolf & Peele, 2019).”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Rahm & Heise, 2019

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Research works printed but not linked: 4

  1. Costandi M. (2015). 50 Schlüsselideen Hirnforschung [50 Key Ideas to Brain Science]. Berlin: Springer, 10.1007/978-3-662-44191-6-1 · DOI
  2. Esch T. (2012). Die Neurobiologie des Glücks: Wie die Positive Psychologie die Medizin verändert [The Neurobiology of Happiness: How Positive Psychology Changes Medicine]. Stuttgart: Thieme Verlag.
  3. Hattie J. A. C. (2003). Teachers Make a Difference: What is the Research Evidence? Paper Presented at the Building Teacher Quality: What does the Research Tell Us? ACER Research Conference, Melbourne, Australia. Available at: http://research.acer.edu.au/research_conference_2003/4/ (accessed May 23, 2019).
  4. Maslach C. Jackson S. E. Leiter M. P. (1996). Maslach Burnout Inventory, 3rd Edn Palo Alto, CA: Consulting Psychologists Press.

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Authors
Rahm, T., & Heise, E.
Affiliations
Technische Universität Braunschweig (DE)
Corresponding author
Rahm, Tobias
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2019-12-03
Volume
10
Pages
2703-2703
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2019.02703
PMC
PMC6901820
OpenAlex
W2992401848
Cited by
88
References
81
Citations by year
2026: 9 · 2025: 18 · 2024: 19 · 2023: 14 · 2022: 10 · 2021: 15 · 2020: 3
FWCI
8.80
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Digitale Bibliothek Braunschweig (Verbundzentrale Göttingen (VZG)) (submittedVersion, cc-by)
Funders
Technische Universität Braunschweig
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Psychology › Developmental and Educational Psychology › Flow Experience in Various Fields
  • Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
Keywords
teacher well-being, subjective well-being, positive psychology interventions, teacher professional development, emotion regulation, gratitude, savoring, life satisfaction, eudaimonia, perceived stress, emotional exhaustion, positive emotions, negative emotions, time management

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