Teachers’ Wellbeing Beliefs: A Longitudinal Case Study

Abstract

Teachers’ beliefs about wellbeing shape their actions and influence both their own and their students’ wellbeing. This study, conducted during the year-long Positive Education Teacher Training (PETT) programme, explored the wellbeing beliefs of 41 in-service teachers. Data were collected through qualitative questionnaires at three time points and analysed using reflexive thematic analysis. Beliefs about wellbeing included physical, social, and psychological aspects. Results revealed an expansion in teachers’ beliefs from focusing on physical health to a more profound emphasis on social wellbeing, particularly belonging. Additionally, the importance of self-compassion and mindfulness emerged as central factors in wellbeing beliefs. Teacher beliefs about wellbeing were mainly aligned with the PERMA + 4 positive psychology model, encompassing positive emotions, engagement, meaning, positive relationships, mindset, physical health, and economic security. The study suggests integrating positive psychology, positive education and community development practices into teachers’ daily routines and future interventions to broaden teachers’ wellbeing beliefs and the actions that follow.