Application of character strengths by educators

Abstract

This study aimed to explore how teachers use their signature strengths in the teaching context and their experiences regarding the use thereof. Further aims were to study the outcomes of the use of teachers' character strengths and the influence of the use of signature strengths on the emotional well-being and satisfaction with life of teacher-participants. The use of character strengths have been proposed to enhance happiness, satisfaction with life and well-being, especially when a person's top strengths or signature strengths are applied. Insights obtained from the work of other researches have suggested that: contextual factors determine which character strengths are appropriate to use; character strengths do not function independently from one another, but rather operate in a complex, inter-related way and a balance of strengths is required for the application of character strengths to have healthy/constructive outcomes. Since character strengths are highly context-specific, the chosen context for this study was that of the educational setting. The Classification and Theory of Character Strengths and Virtues and its operationalisation in the Values in action-Inventory of strengths VIA-IS of Peterson and Seligman (2004), is seen as a guideline for enhancing well-being and have even been viewed as a positive opposite of the Diagnostical and Statistical Manual of Mental Disorders. Further investigations into the character strengths are needed, since there is a possibility that strengths exist that are not included in the classification and there seems to be a need for future amendments to the classification. The challenging nature of the teaching context prompts teachers to be proficient in the use of character strengths, especially those directly related to their occupation. Furthermore, the use of character strengths by educators seems to be a worthwhile endeavour, since it may buffer against stressful school environments and may also facilitate the development of traits and capabilities that the teaching vocation requires efficient teachers to be equipped with. Participants in this study were introduced to character strengths and their signature strengths were identified, after which they were requested to apply their signature strengths in the teaching context. Teachers used both signature strengths as well as other strengths which they reported in diary writings over the course of two weeks. The diary entries were qualitatively analysed by means of thematic analysis and using the ATLAS.ti software package. ATLAS.ti is a computer-assisted qualitative data analysis software (Lewins & Silver, 2007) and the abbreviation stands for the Archiv für Technik, Lebenswelt und Alltagssprache, which translates into the Archive of technology, lifeworlds and everyday language (Friese, 2012). In addition to the qualitative methods, the Satisfaction With Life Scale (SWLS) and Scale of Positive And Negative Emotion (SPANE) served as quantitative measuring instruments. The significances of differences in scores on measurements were calculated. The main qualitative findings were that the teachers meaningfully used their signature strengths as identified with the VIA-IS, but that other strengths of the VIA-IS also presented prominently in the teaching context and that even strengths not related to the VIA-IS emerged. Quantitative analyses showed that the satisfaction with life and emotional well-being of teachers did not significantly increase over the research period and due to the application of their strengths. Signature strengths of teachers came mostly from the Humanity, Transcendence and Courage strength clusters and less so from the Wisdom and Knowledge, Justice and Temperance clusters. However, in application in the teaching environment, Wisdom and Knowledge and Temperance strengths became prominent, although strengths of Humanity were most frequently used by the teacher-participants. This finding seems to support the numerous other studies which found that strengths optimally function in context-specific applications. For themes that emerged from the thematic analyses of the diary entries of teachers pertaining to the use of their signature strengths in class contexts and the outcomes thereof, the PERMA model of Seligman (2011) presented a good conceptional and theoretical framework for interpretation. The features of positive emotions, engagement, relatedness, meaning and purpose, and achievement were strongly present in the qualitative themes that emerged from teacher-participants' diary feedback of their experiences with the application of their strengths, and which attested to their general sense of psychosocial well-being. The study can be seen as successful, since the aims of the study, as indicated above, were met. Further research is however recommended pertaining to the inter-related and interactive functioning of strengths in the VIA-IS system. Strengths not included in the VIA-IS model could be further identified through research and strengths identification. Application research with larger groups of teachers and in various teaching contexts is also recommended. Key Terms: achievement, character strengths, educators, engagement, meaning positive affect, positive psychology, positive relationships, school context, signature strengths, teachers, well-being