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Geïnspireerd leven: Wat voor behoeften en verwachtingen hebben basisschoolleerkrachten aan een positieve psychologie online interventie?

Mandau, Mareike (2013) Geïnspireerd leven: Wat voor behoeften en verwachtingen hebben basisschoolleerkrachten aan een positieve psychologie online interventie?

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Abstract:Background. Earlier studies have constantly proven that teachers suffer from work-related stress and experience less well-being than employees in other occupational areas. Thereby they have a greater chance to become psychosomatic problems. Positive Psychology Interventions (PPI’s) offer the possibility to teachers to improve their well-being by providing a professional way of support. PPI’s are often provided in form of web-based interventions. The usage of technology, if this is done through a holistic point of view, has the potential to improve the process of intervention. If a web-based intervention is adjusted to the needs and the expectations of the user, the intervention schedule should be easier to adhere. Aim. This study aims to support the progress of a web-based intervention with the goal to improve the well-being of elementary school teachers in such a way that the intervention can be effective and teachers can adhere to it. Method. In this qualitative study seven teachers (six elementary school teachers and one secondary school teacher) were interviewed on their needs and expectations with regard to online interventions and the positive psychology. Results. Most teachers never came across courses over well-being or optimism and have never deeply thought about these issues. They thought that optimism is an important aspect of well-being and assumed that an optimistic explanatory style can party be learned. They expect distinctiveness, recognizability, interaction and precise aims that can be reached quickly and in small steps from an online intervention to enhance well-being. Furthermore, for older teachers an online course was seen as being more disadvantageous than a regular course with face-to-face interaction than for younger teachers. Conclusion. Since teachers did not have much previous knowledge over well-being, the online course has to be distinctive and has to be introduced clearly. In addition, the course has to be recognizable and needs to imply precise aims that can be reached quickly. The degree of adherence seems to be especially dependent on these two aspects. To which extend an exercise is experienced as helpful did not seem to have much influence on adherence. Furthermore, the online course has to contain some sort of interaction in order to be also attractive to the older generation of teachers. Moreover, the course should start with exercises over optimism as teachers found optimism being very important with regard to well-being.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/64122
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