The purpose of this qualitative narrative case study was to describe the components of positive psychology within a Mid-Missouri school district. There is an insufficient amount of research that is focused on positive psychology in schools that link strengths-based methods to reach maximum achievement levels set by state standards. This study took a closer look at the developmental nature of positive psychology, and the impact it can have on outcomes that matter most to educators. It will add to the educational knowledge base by investigating the strengths of our educators and how that has an impact on workforce engagement. This study encompassed the advantages of investing in human capital through a strengths-based approach which leverages motivation found in positive psychology. This framework leads to the following components of Seligman (2011)’s PERMA Model: (a) Positive Emotion, (b) Engagement, (c) Relationships, (d) Meaning, and (e) Accomplishments. Through interviews, the researcher was able to discover themes aligning with positive psychology. The findings exposed the implementation of all five of Seligman (2011)’s PERMA Model, with an emphasis on relationships and engagement, in order to invest in human capital to leverage strengths-based approaches to maximize teaching and learning.

Título

• Leveraging Positive Psychology within a School District

Última modificação

• 06/05/2024

O Criador

• Sperling, David

Contribuinte

• Widhalm, Duane (Committee Chair)
• Schriver, Kevin (Committee Member)
• Hodges, Tim (Committee Member)

Data Criada

• 2020

Identificador

• vital:10963

Língua

• English

Editor

• Southwest Baptist University

Sujeito

• Positive Psychology

Direitos

• Copyright Protected

Formato de arquivo

• PDF