Liu Yongmei, Xie Jian
Institute of Education, Xiamen University, Xiamen, 361005, Fujian, China.
Chuxiong Normal University, Chuxiong, Yunnan, 675000, China.
BMC Psychol. 2025 Jul 1;13(1):684. doi: 10.1186/s40359-025-02985-6.
Teacher burnout has become a critical issue in education, significantly affecting teaching effectiveness and student outcomes. Positive psychological interventions, such as happiness training, have the potential to mitigate burnout and enhance teachers' well-being. However, empirical evidence on the effectiveness of such interventions in educational settings remains limited.
This study aimed to investigate the impact of happiness training on reducing academic burnout and improving teaching effectiveness among primary school teachers. It also explored teachers' narratives to better understand their experiences following the intervention.
An explanatory sequential mixed-method research design was employed. The quantitative phase involved 200 primary school teachers who attended a happiness training workshop. A pretest-posttest-follow-up design was used, and data was analyzed using repeated measures ANOVA. The qualitative phase involved narratives from five teachers, which were interpreted to extract themes related to their experiences post-training.
Quantitative results showed significant reductions in burnout and improvements in teaching effectiveness post-intervention (p < 0.05). In the qualitative phase, thematic analysis of teacher narratives revealed eight. The main themes identified in the narratives of teachers participating in the happiness training include emotional exhaustion and recovery, reconnection with purpose, improved classroom engagement, stress management techniques, positive relationships with students and colleagues, increased job satisfaction, work-life balance, and sustained professional growth.
Happiness training significantly reduced burnout and improved teaching effectiveness among primary school teachers. The qualitative insights further highlighted personal and professional growth following the intervention. These results underscore the importance of integrating well-being programs into teacher development initiatives to foster sustainable educational outcomes.
教师职业倦怠已成为教育领域的一个关键问题，严重影响教学效果和学生成绩。积极的心理干预措施，如幸福训练，有可能减轻职业倦怠并提升教师的幸福感。然而，关于此类干预措施在教育环境中的有效性的实证证据仍然有限。
本研究旨在调查幸福训练对减少小学教师的职业倦怠和提高教学效果的影响。研究还探讨了教师的叙述，以更好地了解他们在干预后的经历。
采用解释性序列混合方法研究设计。定量阶段涉及200名参加幸福训练工作坊的小学教师。采用前测-后测-随访设计，并使用重复测量方差分析对数据进行分析。定性阶段涉及5名教师的叙述，对这些叙述进行解读以提取与他们训练后经历相关的主题。
定量结果显示，干预后职业倦怠显著降低，教学效果有所改善（p < 0.05）。在定性阶段，对教师叙述的主题分析揭示了八个主题。参与幸福训练的教师叙述中确定的主要主题包括情感耗竭与恢复、重新找到目标、提高课堂参与度、压力管理技巧、与学生和同事建立积极关系、工作满意度提高、工作与生活平衡以及持续的专业成长。
幸福训练显著降低了小学教师的职业倦怠并提高了教学效果。定性分析结果进一步突出了干预后的个人和职业成长。这些结果强调了将幸福计划纳入教师发展倡议以促进可持续教育成果的重要性。
