EDU30070 - Theoretical Perspectives on Positive Psychology in Education

Criterion 1: Knowledge and understanding of theoretical perspectives of positive psychology to support teacher professional wellbeing
Tip: Consider how positive psychology is directly relevant to supporting teacher professional wellbeing.

• What are the aims of positive psychology?

• How do positive psychology practices support wellbeing in the workplace? Think of how teacher wellbeing may be impacted in the workplace – what are the impacting factors?

  • Mindfulness in the workplace

    • Helps employees manage stress, reduce burnout, and improve focus.

    • Encourages awareness of emotions and better decision-making.

  • Character strengths in the workplace

    • Using strengths like teamwork, creativity, or perseverance improves motivation and performance.

    • Employees feel more authentic and valued when they use their strengths.

  • Integration of both

    • Mindfulness helps employees notice opportunities to use their strengths (e.g., being mindful in a team meeting allows someone to recognise when to use kindness or leadership).

    • Strengths support the practice of mindfulness (e.g., curiosity motivates employees to stay engaged in mindfulness training)

• What does it mean to flourish? How is this relevant to teachers?

• How do certain positive psychology-based theories support teacher professional wellbeing? List two or three.

Criterion 2: Critique and analysis of the case study, identification of the behaviours displayed and possible contributing factors within the educational setting

• What strengths can you perceive in Xin?

• What stress factors can you identify?

• What are the contributing factors? Think collegiate, environment, situational, experience, resilience, systemic factors.

• What are the cultural considerations? How does Xin’s cultural experience impact her approach to this situation?

• How could Xin’s wellbeing be compromised, if strategies are not put in place?

Criterion 3: Application of three PERMAH based strategies that encourage the teacher to examine and support their own thinking

Consider the following in regard to your case study:

• What exactly is the problem?

• What does everybody feel?

• What do we want from each other?

• Why doesn’t it seem to work at the moment?

PERMAH based strategy:

• Name the strategy (the strategy could be a model).

• Which element does this strategy belong to?

• What is the aim/purpose of the strategy?

Link to the Literature:

• Who developed this strategy?

• What academic literature is there to support the integrity of this strategy?

Application of strategy:

• How will this strategy help to guide Xin’s behaviour (her response, reaction, communication)?

• How will this strategy help Xin advocate for her needs/make good decisions?

• How will this strategy modify Xin’s perspective?

• How will this strategy help to preserve collegiate relationships?

• How will this strategy support Xin’s wellbeing?

1. Strategy 1

2. Strategy 2

3. Strategy 3

Summary of Assessment Requirements

The assessment focuses on the application of positive psychology to support teacher professional wellbeing. It is divided into three main criteria:

1. Criterion 1 – Knowledge and Understanding:

   Students are required to demonstrate knowledge of theoretical perspectives of positive psychology and explain how they support teacher wellbeing. Key areas include:

   • Aims of positive psychology.

   • Impact of positive psychology practices, including mindfulness and character strengths, on workplace wellbeing.

   • Integration of mindfulness and character strengths.

   • Concept of flourishing and its relevance to teachers.

   • Positive psychology-based theories supporting teacher professional wellbeing.

2. Criterion 2 – Case Study Analysis:

   Students must critically analyse a case study involving a teacher named Xin. This involves identifying:

   • Xin’s personal strengths.

   • Workplace stressors and contributing factors, such as collegial, environmental, situational, and systemic influences.

   • Cultural considerations affecting Xin’s approach to the situation.

   • Potential risks to Xin’s wellbeing if strategies are not implemented.

3. Criterion 3 – Application of PERMAH-Based Strategies:

   Students are required to propose three strategies grounded in the PERMAH framework to guide Xin in supporting her thinking and wellbeing. Each strategy must include:

   • Name, purpose, and corresponding PERMAH element.

   • Supporting literature and theoretical background.

   • Practical application to guide Xin’s responses, decision-making, relationships, perspective, and wellbeing.

The assessment emphasises linking theory to practice, evaluating wellbeing strategies, and demonstrating critical thinking.

Academic Mentor’s Approach

The Academic mentor guided the student step by step through the assessment as follows:

1. Understanding Criterion 1 – Theoretical Knowledge:

   • The mentor first explained the core principles of positive psychology, including its aims to enhance wellbeing, foster strengths, and promote flourishing.

   • Students were guided to relate these concepts directly to teacher wellbeing, highlighting practical applications such as mindfulness exercises to reduce stress and the use of character strengths to boost motivation and engagement.

   • Integration of both mindfulness and strengths was explored, showing how mindfulness helps teachers recognise opportunities to apply strengths, and strengths reinforce engagement in mindfulness practices.

   • Key literature, such as Baer & Lykins (2011), was introduced to support evidence-based explanations.

2. Navigating Criterion 2 – Case Study Critique:

   • The mentor advised students to systematically analyse Xin’s situation by identifying her strengths, workplace stressors, and contributing factors.

   • Cultural considerations were emphasised, showing how Xin’s background may influence her responses and interactions.

   • Potential threats to wellbeing were explored, encouraging students to consider the consequences of inadequate support or intervention.

   • Academic sources aligned with PERMAH concepts (positive emotion, engagement, relationships, resilience, emotional intelligence) were recommended to support analysis.

3. Implementing Criterion 3 – PERMAH Strategies:

   • Students were guided to select three PERMAH-based strategies tailored to Xin’s needs.

   • The mentor explained how to connect each strategy to specific PERMAH elements, its theoretical foundation, and relevant literature.

   • Emphasis was placed on practical application: strategies needed to enhance Xin’s decision-making, perspective, advocacy, and relationships, while preserving wellbeing.

   • Students were encouraged to clearly outline how each strategy addressed the identified challenges in the case study.

Outcome and Achievement

By following the mentor’s guidance, the student was able to:

• Demonstrate a thorough understanding of positive psychology principles and their relevance to teacher wellbeing.

• Critically analyse Xin’s situation, identifying strengths, stressors, contributing factors, and cultural influences.

• Apply three PERMAH-based strategies with clear justification, literature support, and practical application.

• Show integration of theory and practice, linking academic knowledge to real-world scenarios in education.

The assessment effectively covered the following learning objectives:

• Knowledge Acquisition : Understanding theoretical perspectives of positive psychology.

• Critical Analysis : Evaluating behaviours and contributing factors in a workplace setting.

• Application of Theory : Designing and implementing strategies to support wellbeing.

• Communication Skills : Presenting analysis and recommendations in a structured, evidence-based manner.

• Professional Development : Enhancing teacher self-awareness, resilience, and capacity to flourish in the educational environment.

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