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<p>Positive psychology interventions (PPIs) have been found to be effective in enhancing teachers’ well-being, although the research is still at an early stage. Furthermore, few online PPIs for teachers have been studied to date. The present study investigated the effectiveness of an online PPI intending to enhance resilience, empathy, emotional intelligence, and mindfulness in primary school teachers in Greece. A total of 305 teachers (247 female and 58 male) participated, divided into an intervention group (<i>n</i> = 152) and a control group (<i>n</i> = 153). The intervention group attended a voluntary, group intervention consisting of six weekly sessions, each lasting 120&#xa0;min. All participants completed an online questionnaire at three time-points: prior to the intervention, immediately following its completion, and at a two-month follow-up test. Results showed significant increases in resilience, empathy, emotional intelligence, and mindfulness for the intervention group, which were maintained at follow-up. The control group did not show significant changes over time. These findings provide evidence for the design of effective PPIs for teachers and support the development of educational and social policies aimed at promoting teacher well-being.</p>

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‘Positive Τeachers -Resilient Teachers’: An online Positive Psychology Intervention to Promote Resilience in Primary School Teachers

  • 期刊论文

  • 发表日期：

    2026年7月24日

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  • Theodora Emmanouela Tsalta,
  • Andreas Brouzos

摘要

Positive psychology interventions (PPIs) have been found to be effective in enhancing teachers’ well-being, although the research is still at an early stage. Furthermore, few online PPIs for teachers have been studied to date. The present study investigated the effectiveness of an online PPI intending to enhance resilience, empathy, emotional intelligence, and mindfulness in primary school teachers in Greece. A total of 305 teachers (247 female and 58 male) participated, divided into an intervention group (n = 152) and a control group (n = 153). The intervention group attended a voluntary, group intervention consisting of six weekly sessions, each lasting 120 min. All participants completed an online questionnaire at three time-points: prior to the intervention, immediately following its completion, and at a two-month follow-up test. Results showed significant increases in resilience, empathy, emotional intelligence, and mindfulness for the intervention group, which were maintained at follow-up. The control group did not show significant changes over time. These findings provide evidence for the design of effective PPIs for teachers and support the development of educational and social policies aimed at promoting teacher well-being.