This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.

This report shares findings of a nationwide Australian study into public and teachers’ perceptions of the teaching profession. The study was commissioned in response to ongoing concerns about recruitment and retention of educators and reports about the wellbeing of teachers and school leaders.

Although all Australian schools have systems of evaluation and development in place, they clearly aren’t working. Teachers believe that the systems are broken, according to this report.