Impact of Positive Psychology
Coaching on Teachers’ “career confidence”
Abstract
This article represents a “strength-based
approach” to teacher “professional development” drawing on positive psychology,
“career confidence”, and perceptions of teacher quality. To explore the
program's impact in private school contexts in the UAE, self-efficacy,
autonomy, competence, and understanding were examined through the use of a
primary method design. Results demonstrated that there was a statistically
significant increase in both autonomy and self-efficacy when coaching others.
Building on the potentials currently existing among active teachers and schools
might provide the best opportunities to ensure engagement and development. When
teachers develop more confidence, they may make more active choices in career
matters. Measurement consisted of survey questionnaires, semi-structured
interviews, and written reflections. Interpretive analyses of these data
disclosed that teachers started the program with low “career confidence”
characterised by negative emotions and a lack of self-awareness. Results of
post-program surveys showed career commitment to be on the rise with teachers
taking on a more positive, self-aware, and optimistic outlook. From the
thematic analysis, changes have taken place in the building up of hope,
thinking processes shifting, and employing “positive psychology coaching”
interventions.
Keywords: “Positive
psychology coaching”, “Career confidence”, “Teacher Self-Efficacy”, “teacher
well-being”, “Teacher Autonomy”, “UAE Private Schools”, “Teacher Retention”,
“professional development”, “Strengths-Based Approach”
Table
of Contents
Chapter 1: Introduction. 6
1.1 Background of
the Study. 6
1.2 Problem
Statement 7
1.3 Aim.. 7
1.4 Research
Objectives. 7
1.5 Research
Questions. 7
1.6 Research Scope. 8
1.7 Significance of
the Study. 9
Chapter 2:
Literature Review.. 11
Chapter 3:
Methodology. 21
3.1 Introduction. 21
3.2 Participants and
Design of the Study. 22
3.3 Data collection. 23
3.4 Ethics. 24
3.5 Reliability and
Validity. 25
3.6 Summary. 25
Chapter 4: Data
Analysis and Result 26
4.1. Introduction. 26
4.2. Data
Preparation and Descriptive Statistics. 26
4.2.1. Data
Screening. 26
4.2.2. Descriptive
Statistics: 26
4.2.3. Histogram: 28
4.3. Tests of
Normality. 29
4.4. Inferential
Statistics. 30
4.4.1. Correlation
Analysis. 30
4.4.2. Regression
Analysis. 32
4.5. Summary of
Findings. 35
Chapter 5:
Discussion. 37
5.1 Introduction. 37
5.2 Summary of Key
Findings. 37
5.3 Limitations of
the Study. 40
5.4 Summary. 41
Chapter 6:
Conclusion & Recommendations. 42
6.1 Conclusion. 42
6.2 Recommendations. 42
6.3 Future Scope. 43
References. 44
Appendices. 48
Appendix 1:
Frequency Analysis. 48
Appendix 2:
Descriptive Statistics. 48
Appendix 3: QQ Plots. 49
Appendix 4:
Histograms. 50
Appendix 5:
Correlation Analysis. 52
Appendix 6:
Regression Analysis. 52
Table of Figures
Figure 2.1:
Theoretical Framework. 11
Figure 4.1: Frequency
Analysis of the Variables. 26
Figure 4.2:
Descriptive Statistics. 27
Figure 4.3: Frequency
Distribution of pre-intervention scores of Classroom Challenge. 28
Figure 4.4: Frequency
Distribution of pre-intervention scores of Teaching Autonomy. 29
Figure 4.6:
Correlation Analysis. 30
Figure 4.7:
Regression Analysis. 32
Positive psychology coaching holds
significant potential for enhancing teacher well-being and career confidence
within the demanding context of UAE private schools.
Coaching psychology is defined as the
systematic application of behavioural sciences to improve the lives, job
performances, and well-being of individuals and organizations, in the absence
of any severe mental health issues or extreme distress (Passmore and Lai,
2020). This link identifies that coaching psychology is strongly associated
with positive psychology since both have a central interest in the knowledge of
optimal functioning and well-being. Research has established that positive
psychology coaching works well for adults, teachers, and managers in both the
formal setting-appropriately with a professional coach and less formal or peer
coaching basis (Burke et al., 2022). While scholarship into coaching as
a form of psychology is rather recent, empirical evidence thus far suggests it
offers a helpful intervention in various populations and contexts.
“Career confidence” plays a significant
role in career choices and changes. Research indicates that higher confidence
levels can facilitate positive career transitions (Hamzah et al., 2021).
Confidence levels vary across fields of study, with business-related
disciplines exhibiting the highest confidence, while humanities students show
lower levels. The developing field of positive psychology may provide us with a
productive approach to career change support because it collaborates with
coaching. There is an obvious overlap between positive psychology and coaching
which make up “career confidence”. Through this definition of “career
confidence”, the literature review will discuss a deeper examination of the
concept of career change and the means by which positive psychological
interventions might support the development of “career confidence” through a
coaching program.
Recent research has highlighted the
importance of well-being in career development and success. Positive psychology
approaches to career coaching can enhance both the process and content of
interventions. A social cognitive model has been developed to capture the
interplay of multiple factors contributing to job satisfaction, which is a
domain-specific aspect of subjective well-being (Grass, 2024). Some of the most
important concepts within positive psychology include strengths, resiliencies,
and optimism-which have emerged on top while examining job satisfaction in a
different survey undertaken. Through the analysis of positive emotions,
signature strengths, and traits, positive psychologists seek to find
circumstances under which humans thrive, flourish, and prosper. The creation of
such an ideal environment is the challenge every educator wishes for his or her
classroom. The challenge is to design work environments that will be beneficial
to both teachers and students, creating skills in teachers who are genuinely
committed to self-development. These are also proactive and optimistic teachers
who never give up in adversities, but rather propose solutions and face the
problem.
The high turnover rate of teachers in
private schools in the UAE is a major problem because it affects the quality of
education as well as the school's stability. This is caused by the following
stressors; excessive stress, poor support systems and little to no chances of
professional development. Solutions might include focusing on teacher
well-being and creating an engaged and resilient workforce that is helped
through positive psychology coaching.
1.3 Aim
The aim of this study is to explore and
understand the impact of Positive Psychology Coaching on teachers' “career
confidence” within the unique context of private schools in the UAE.
● To assess the impact of positive psychology coaching on teacher
self-efficacy and job satisfaction in UAE private schools using pre- and
post-intervention surveys.
● To investigate the influence of positive psychology coaching on
teacher self-awareness and its relationship to career decision-making in UAE
private schools.
● To explore the qualitative experiences of teachers regarding the
positive psychology coaching intervention and its impact on their perception of
the work environment.
● How does positive psychology coaching influence teacher
self-efficacy and job satisfaction in UAE private schools?
● What is the relationship between positive psychology coaching,
teacher self-awareness, and career decision-making in UAE private schools?
● How do teachers perceive the impact of the positive psychology
coaching intervention on their work environment and overall well-being?
This study employs a pre- and
post-intervention survey design with 51 participants from a private school in
Dubai. Data will be analysed using paired t-tests to determine statistically
significant changes in self-efficacy and autonomy. Qualitative data from
session notes will further inform the interpretation of the quantitative findings.
The last couple of years have seen the
proliferation of coaching psychology as an important area of study in the
context of schooling, especially within private schools. In particular,
coaching psychology has surfaced as a significant area of concern in educational
context with respect to improving the professionalism and wellbeing of teachers
(Adams and Lee, 2021). In this part, the use of coaching psychology to improve
the professionalism and psychological well-being of teachers is examined. The
issue has been set in the context of how teachers can be coached to handle
their professional growth and psychological self-care in the workplace more
efficiently.
It is widely acknowledged that conventional
“professional development” programs do not provide teachers with lasting
growth. Problems relating to poor systems or structures, lack of resources,
insufficient leadership, and unreasonable short-term target pressures have been
cited as reasons for this ineffectiveness. Moreover, the overemphasis on
problems instead of being solution-oriented, coupled with the absence of
teachers’ participation in designing professional learning programs, further
restricts the effectiveness of such programs. Such environments do not
stimulate creativity and innovation. On the contrary, they foster mediocrity,
minimal effort, and fixed mindsets, causing teachers to shirk responsibility
and transform their classrooms into uninspiring learning environments. This
lack of motivation towards “professional development” can foster emotional
deterioration, burnout, or promote negative views directed to any form of work
or innovation (Farahmand, 2022). These issues can be addressed by incorporating
teacher support programs that aim at managing stress while also providing
incentive to keep the teacher motivated so that she or he continues to grow
professionally and personally.
The purpose of this study is to understand
the impact of Positive Psychology Coaching on the “career confidence” of
teachers working in private schools in the UAE. The 2023 changes in the
policies about hiring teachers, licensing them, and cutting back on staff has
resulted in a greater number of people transitioning into the teaching
profession. It has been shown that high levels of confidence help an individual
perform positively in decision making, but having a notion of confidence is
definitely subjective to people. This study is being done in a private K-12
American Curriculum School in Dubai and participants include 5 females and one
male in the elementary school who are prospective career changers. The goal of
this coaching program is to activate motivation, belief in sheer abilities, and
use signature strengths for professional growth and mental wellness among the
participants. This study will evaluate the outcome of the coaching, which is
blended with positive psychology interventions, on “career confidence” of the
participants.
The motivation behind this study centres on
probing the effects of Positive Psychology Coaching on the perceived level of
“career confidence” of educators teaching in private schools in the UAE. There
has been an increase in people transitioning into the teaching profession due
to the 2023 changes in the policy regarding the hiring of teachers, their
licensing and even down staffing. It has been proven that there are lots of
other factors that persistently affect one’s decision-making other than confidence,
so certainly a notion of confidence is subjective. This study is carried out in
a private K-12 American Curriculum School in Dubai and participants include
five females and one male in elementary school who wish to change their career.
This coaching program is designed to help participants integrate strong
intrinsic motivation, confidence and their unique abilities to achieve
professional success and psychological well-being. This study will evaluate the
outcome of coaching blended with positive psychology interventions on the
learners' “career confidence”.
Currently, private schools in the United
Arab Emirates face challenging rates of teacher attrition. Some of the
contributing factors as revealed in the exit interviews are excessive workload
and deadlines, lack of support from management and older superiors, low level
of pay, and unsatisfactory attitude from parents, students, and the school’s
administrators. Moreover, a distinct absence of compassion within the school
setting has been described as one of the central issues of that problem
(Mohammad and Borkoski, 2024). Addressing these challenges is crucial for
improving job satisfaction, teacher self-efficacy, and overall engagement among
educators.
Positive psychology coaching offers a
promising solution for teachers who are contemplating a career change due to
diminished “career confidence”. A tailored coaching program has been developed
to tackle the specific obstacles these teachers face. The program includes 51 participants
from various backgrounds, each with approximately a year and a half of tenure
at the school. A common hurdle for these teachers is maintaining a healthy
work-life balance, which significantly impedes their professional growth. The
researcher expects that positive psychology coaching will not only provide
effective solutions to these issues but also create a safe and confidential
space for teachers to address their concerns. The primary goal of the coaching
is to help teachers recognize their strengths and learn how to utilize these
strengths to excel in their roles.
The integration of positive psychology
coaching in educational settings has emerged as a pivotal strategy for
enhancing teachers' “career confidence”, particularly within the dynamic
environment of private schools in the UAE (Al-Waqfi, 2023). In this case, such
coaching not only supports teachers’ “professional development”, but also their
psychological wellbeing and has the power to improve their educational
practices and results. This discussion analyses the impact of positive
psychology coaching on teachers’ “professional development” and health and its
implications for education.
Figure 2.1: Theoretical Framework
(Source:
Self-Developed)
The above framework includes Positive
Psychology Coaching (PPC) in order to improve Teacher Resilience; Teacher Well
Being; Teacher Self Efficacy. PPC also works on encouraging optimism and
building confidence on teachers to help the teacher burn out well and manage
stress, hence ensuring Teacher Job Satisfaction. This is based on Seligman’s
PERMA model and Bandura’s self-efficacy theory, which is in line with the
growth of professionals and psychological well-being, which contributes to the
teaching practices and the achievement of students.
The features of positive psychology, like
focusing on strengths, resilience, and optimal functioning, provide sustenance
to the coaching strategies geared towards improving self-efficacy among
teachers (Lambert et al. 2021). In the case of private schools in the
UAE, with its cut-throat competitions and unrealistic expectations, positive
psychology coaching helps to thrive (Lambert et al., 2021). This type of
coaching adopts a strengths-based approach and helps teachers boost their
self-efficacy and job satisfaction by identifying and harnessing their skills.
The term coaching has a different meaning
now than it did some years ago. What began as a novelty workplace coaching is
now a standard approach in any organizational improvement process. The term
"coach" is broadly applied, encompassing anyone who guides, mentors,
or supports others in their professional journey. Organizations often turn to
coaching to address a range of issues, from unclear expectations and inadequate
feedback to lack of career development opportunities. The effectiveness of coaching,
however, is contingent upon a well-structured and supportive environment.
The UAE's educational landscape is
characterized by its diversity and rapid development, presenting both
opportunities and challenges for educators (Abdallah, 2022). Private schools,
in particular, often demand a high level of performance and adaptability from
teachers. In this environment, “career confidence” defined as a teacher's
belief in their ability to succeed in their professional roles becomes crucial.
Positive psychology coaching addresses this need by focusing on the development
of core psychological capacities such as optimism, hope, and resilience.
Similarly, a coach facilitates self-discovery and skill-building rather than
dictating solutions. Balanced coaching practice involves guiding to generate
possible solutions, empowering the individual to explore possible options
available to them.
This literature review seeks to explore the
aspects of positive psychology coaching and their impact on teachers' career
self-efficacy. It will analyze the theoretical context of positive psychology
and its practice in coaching along with the available evidence to prove its use
in the educational context. This review aims to provide insight into the role
of positive psychology coaching in improving teachers' self-efficacy and, thus,
positively impacting the educational process and quality of life among teachers
and their satisfaction from teaching.
Evaluating the effect of coaching is always
problematic. The feel-good factor is often thought of as not worth considering,
and whether coaching has the capacity to make an organization an ideal place to
work is debatable. There are four stages of measuring and sustaining a coaching
culture within an organization such as nascent, tactical, strategic, and
embedded. Each stage denotes a certain measure of dependence and integration of
coaching activities, which emphasizes the need for a specific approach to achieve
targeted objectives. Coming up in the next sections, we will discuss the
primary principles and theories of positive psychology and their specific
coaching techniques, as well as the quantitative data showing the results of
positive psychology coaching on teachers’ “career confidence” in private
schools in the UAE.
Positive Psychology Coaching (PPC) is a special form of
coaching for professional growth and development focusing on educational
settings (Richter et al., 2021). PPC stems from the teachings of
psychology, and its areas of focus are developing, building, and improving
strength, resilience, and overall wellness (Stevenson, 2024). Contrary to other
coaching styles that prefer focusing on a person’s problem areas, PPC uses an
individual’s existing positive characteristics to help them learn and grow.
Such an approach is useful when dealing with the unique circumstances
surrounding the private school sector in the UAE, where teachers have to deal
with numerous challenges that can lower their self-esteem and make them
dissatisfied with their careers.
The basis of PPC is the work of Martin Seligman who is well
known for his work in positive psychology. With the PERMA model distinguishing
between Positive Emotions, Engagement, Relationships, Meaning, and Achievement,
Seligman gives a full description of how to understand and promote one's
well-being (Kovich et al., 2023). Focusing on all five components, PPC
seeks to assist teachers in managing stress and succeeding in their
professional functions. The goal of the model is to assist people to experience
positive feelings, fully immerse themselves in work, foster relationships, and
derive meaning and achievement from their undertakings. Such an approach is
effective in education, where emotional and social dynamics of teaching are as
important as pedagogical ones for the effectiveness of both the teacher and the
learner.
One of the core advantages of PPC is improving
self-efficacy of teachers, which is defined as the person’s conviction that he
or she can carry out the actions needed to achieve particular outcomes. A
positive effect of a positive psychology intervention on teachers’ efficacy
beliefs compared to a control group. PPC assists teachers in acquiring this
self-efficacy by concentrating on their strengths and past achievements, which
increases their confidence to face challenges in the future (Mok et al. 2023).
In addition, PPC is effective in enhancing resilience, which is important to
have in today’s ever-changing education milieu. Resilience is defined as the
capacity to recover quickly from difficulties and to remain positive even when
faced with unfavourable circumstances. PPC allows teachers to cultivate
resilience by fostering a growth mindset that allows them to see challenges as
constructive learning and developmental opportunities (Wuest and Subramaniam,
2021). This is particularly necessary for the fast-paced and oftentimes
volatile climate of private education. Teachers are required to cope with
constant alterations in curricula, disparate needs from students, and elevated
parental expectations.
In the application of PPC, measures such as wellbeing and
career coaching related confidence enhancement are attended to (Smith et al.
2021). These include the use of strengths-based assessments, goal setting,
and reflective practices. During strengths-based assessments, teachers are
helped to pinpoint their strengths, which serves as a basis for growth and
development. As a comma is important in controlling the flow of a sentence,
goal setting which is one of the key features of PPC is done alongside the value
clarification exercise with the teachers in order to agree upon and work
towards clearly defined goals. Reflective practices, including journaling and
mindfulness, encourage teachers to think deeply about their feelings, thoughts,
and actions.
There is an increasing body of literature that offers a
measure of proof of the effectiveness of PPC in increasing the career PPC of
teachers. Reported evidence indicates that teachers who undergo PPC are more
satisfied with their teaching work, experience less stress, and feel much
better than those who do not participate in such programs (Joho et al.,
2024). Additionally, PPC has been reported to improve teachers’ skills in
managing classroom interactions, establishing good working relations with
students, and fostering positive attitudes towards learning among the students.
All these results illustrate the possible use of PPC for improving educational
quality by concentrating on the health and professional growth of teachers.
Self-efficacy is a concept that is at the centre of social
cognitive theory. It describes self-belief regarding one’s ability to complete
actions that lead to desired outcomes (Budden et al., 2020).
Self-efficacy is important for the understanding of motivation, services and
their performance, or well-being in general, especially in an educational
context. In teaching, self-efficacy is important with regard to the teachers’
professional behaviours and their relatedness to challenges and job
satisfaction.
Self-efficacy as part of social cognitive theory in which
it has been suggested that self- and environmental forces act in reciprocal
causation instead of one being the cause and the other being the effect (Fryer
and Leenknecht, 2023). The factors which lead to self-efficacy development are
mastery experiences, vicarious experiences, verbal persuasion, and accounts of
physiological and emotional states. The most powerful source of self-efficacy
is mastery experiences because these accomplishments serve as proof of one’s
competence. Self-efficacy can also be enhanced through watching someone else,
referred to as, vicarious experiences especially when you relate to the person
being observed. Proactive verbal engagement such as giving compliments and
positive feedback can enhance self-efficacy, whereas anxiety and stress can be
self-defeating.
In the educational sphere, self-efficacy refers to the
belief a teacher has regarding their capability to impact student learning and
control classroom activities effectively. Teacher self-efficacy of desirable
levels is linked to many benefits such as better teaching methods, active
participation from students, and overall improvement in academic performance
(Woodcock et al. 2022). Teachers who possess positive self-efficacy
beliefs are more likely to persevere through difficult situations, pursue
further training, and introduce new teaching methods to the classroom. Teacher
self-efficacy is found to be one of the most important predictors regarding
satisfaction with one's job and the likelihood of staying in the teaching
profession. Teachers who consider themselves able to impact their student’s
lives report higher levels of job satisfaction and lower incidences of burnout.
Self-efficacy, on the other hand, is related to higher levels of stress,
emotional exhaustion, and commitment to leave the teaching profession.
Teacher self-efficacy development and sustenance is
influenced by various factors. One of the most important factors is mastery
experiences, which come from the effective execution of novel teaching methods
or effective classroom control (Menno et al., 2024). Self-efficacy can
also be strengthened through vicarious experiences, which involve watching
skilled coworkers or engaging in professional learning community activities.
Self-efficacy can also be strengthened by verbal reinforcement provided by administrators,
peers, or even students. Another factor is self-efficacy, emotional and
physical states, where self-efficacy is affected by a person’s feelings of
anxiety, stress, or other strong emotions. As an example, emotional exhaustion
or intense stress can cause strong doubts surrounding self-efficacy beliefs,
since they lack confidence in their skills to deal with such situations.
There are a variety of methods that educational
institutions can utilize to improve teacher self-efficacy. Investing in
“professional development” through providing seminars, coaching and mentoring
programs gives teachers the ability, and therefore self-efficacy, to learn new
concepts. Encouragement of risk taking and feelings of value within
collaborative school culture also promotes and supports self-efficacy. Building
self-efficacy through suggestions and constructive appreciation of effort while
facilitating a good atmosphere within the institution is also very important
for administrators’ self-efficacy (Liu et al., 2021). By adding
self-reflection, for example, journaling or self-assessment, teachers have the
potential to become more aware of their capabilities and how they can improve,
thus enhancing their self-efficacy. Motivating them to set reasonable goals and
take pride in achieving them motivates them to believe in themselves even more.
Coaching cultures are vital for effective
community-wide coaching integration. Nevertheless, the term ‘coaching culture’
is often popularly and inaccurately simplified to the act of providing coaching
to teachers and learners only. A more comprehensive definition of a coaching
culture in schools involves embedding reflective and proactive questions
throughout the school community to benefit learning, “career confidence”, and
the sense of responsibility among staff, parents, students, governors, and stakeholders
(Munro et al., 2020).
A common misconception is that hiring
external coaches for the leadership team will automatically create a coaching
culture. While this can be beneficial to some extent, it does not lead to
significant changes in the organizational culture. For a coaching culture to
truly take root, it must extend beyond the leadership team and permeate the
core of the organization. This requires careful planning and a strategic
approach to ensure that coaching is not just an add-on but a fundamental part
of the school's ethos.
One critical element in establishing a
coaching culture is the execution of the organization's growth plans. Hiring
external coaches for every staff member can be cost-prohibitive for most
schools. Therefore, schools ought to concentrate on creating an internal supply
of coaches by recruiting and developing personnel at every level of the
organization. This not only facilitates coaching, but also guarantees that
every facet of the school life is blended into the coaching. Coaching need not
be limited to the classroom; rather, it should encompass everything, including
informal interaction with the personnel who can be taught. These interactions
can assist teachers to express their concerns and appreciate enabling them to
obtain a degree of self-confidence and personal accountability.
Another important part of a coaching
culture is encouraging people through self-directed work, personal development,
and role performance outcomes (Viterouli et al. 2022). Stresses the need
to grant control to teachers as learners. This can be done by allowing them the
freedom to engage in self-reflection, peer coaching, and offering them
constructive feedback. In addition, the values and mission of the school should
already have a matching coaching culture. This match makes it possible that
coaching activities are not considered to be stand-alone activities, but
instead, are part of the broader strategy for the improvement of the school.
The coaching culture within the school also needs to be mindful of the
particular circumstances and characteristics of the community it serves. What
is applicable and useful in one institution may not work in another, therefore,
it is important that coaching practices are customized to the identified needs
and set objectives of the institution.
The issue of educator stress is a global
challenge that concerns not only individual countries but an entire system.
Understanding the international scope of educator stress is important for
developing measures to help teachers and improve their educational outcomes.
Besides educator’s personal problems, there are a number of national and
international stressors that reduce the quality of the work and life of
educators. Those are excessive workload, high enrolment ratios, inadequate
facilities and resources, and outcome-based pressure. Furthermore, all the
emotional work expected of teachers, such as orchestrating the activities of
many pupils and attending to many pupils’ needs, adds considerably to educator
stress. The global COVID-19 pandemic has worsened these problems by adding
uncertainty and health risk factors to an already complicated profession.
Research indicates that educator stress is
not confined to a particular area but rather a global problem (Santiago et
al., 2023). Changes imposed by standardized testing and accountability
systems have been recognized as problematic for teachers in the USA, just as
administrative overhead and lack of self-governance is in many European
countries. In Asia, the stringency of the education system together with high
parental expectation leads to teacher stress (Ji-hoon, 2024). Mitigating
educator stress calls upon a multifactorial response that considers the varying
socio-cultural, regional, and educational diversities. Supplying sufficient
tools, encouraging professionally refreshing activities, and developing
positive organizational surroundings are a few strategies likely to relieve
stress and enhance educator’s health. Furthermore, policies that support
work-life balance and appreciate the emotive aspects of teaching are necessary
for the development of viable and wholesome educational environments.
Stressed teachers in the UAE pose a
challenge that requires urgent attention. It has become increasingly clear that
teaching professionals within the UAE are significantly overworked and
overburdened due to rapid modernisation and over expectations. As part of its
mission to enhance wellbeing within private schools in Dubai, the KHDA has made
attempts to deal with these issues adequately (KHDA, 2022). In 2018, KHDA
partnered with The Wellbeing Lab to conduct the Wellbeing Survey, which brought
together over 13000 teachers from 120 private schools in Dubai. The survey is
based on the PERMA Workplace Survey and is inspired by Professor Martin
Seligman’s theory of well-being. It measures many facets of teachers' wellbeing
which encompass positive emotions, engagement, relationships, meaning, and
achievement.
The results of the aforementioned survey
helped school leaders have a deeper understanding of the wellbeing of their
staff. These insights become part of the school improvement plans and also
contribute to the broader wellbeing agenda of the Dubai Government. Based on
this new information, the KHDA has transformed the PERMA model further by
incorporating Health as a core fundamental and officially calling it the PERMAH
model in the private schools of Dubai. This aims at supporting teachers to not
only comprehend the importance of taking charge of their wellbeing but also
help in creating a healthier and more robust educational environment.
The case for educator stress in the UAE is
best approached with a multi-faceted and data-informed technique. The KHDA and
the PERMAH model initiatives seem to offer a clear solution to achieve better
teacher health and an improved educational environment. The quality and
effectiveness of teaching is a complex challenge that affects the worldwide
educational outcomes. The quality and efficiency of teaching are crucial
constituents in the accomplishment of educational objectives. Meanwhile, many
factors impede the establishment and sustenance of an efficient and effective
quality teaching staff. This segment examines the primary issues concerning the
quality and effectiveness of teachers using academic literature and empirical
data cumulatively.
One of the primary challenges in maintaining teacher
quality is the recruitment and retention of highly qualified educators.
Attracting talented individuals to the teaching profession and keeping them
engaged and motivated is a persistent issue. Factors such as competitive
salaries, “professional development” opportunities, and supportive work
environments play a crucial role in attracting and retaining high-quality
teachers. According to the Economic Policy Institute, investing in teachers can
significantly impact student achievement, but substantial and targeted
investments are necessary to staff classrooms with high-quality educators,
especially in challenging environments (Epi.org, 2025).
Effective “professional development” is essential for
enhancing teacher quality and effectiveness. However, many teachers lack access
to high-quality, ongoing “professional development” opportunities. Traditional
“professional development” programs often fall short in providing the relevant
and practical training that teachers need to improve their instructional
practices (Fairman et al. 2022). Research indicates that “professional
development” should be job-embedded, collaborative, and focused on specific content
areas and teaching strategies to be most effective.
Measuring teacher effectiveness is a complex and
contentious issue. While standardized tests and student achievement data are
commonly used to evaluate teacher performance, these measures often fail to
capture the full range of a teacher's impact on student learning. Moreover, the
quality of existing tests varies, limiting their utility for understanding
teachers' contributions to student learning. Developing comprehensive and fair
evaluation systems that consider multiple dimensions of teacher performance is
a significant challenge.
Effective classroom management is a critical aspect of
teacher quality and effectiveness. Teachers must be skilled in managing diverse
classrooms, addressing the needs of students from various backgrounds, and
creating inclusive learning environments (Al‐Rashaida and Massouti,
2024). However, many teachers struggle with classroom management, particularly
in dealing with disruptive behavior and meeting the diverse learning needs of
their students. “professional development” and support in classroom management
strategies are essential for improving teacher effectiveness.
Teachers frequently face challenges related to work-life
balance and well-being. The demanding nature of the teaching profession,
including long working hours, high workloads, and emotional stress, can lead to
burnout and reduced effectiveness. Maintaining a healthy work-life balance is
crucial for teachers' well-being and their ability to perform effectively in
the classroom. Schools and educational systems must prioritize “teacher
well-being” by providing support and resources to help teachers manage stress
and maintain a balanced life (Gearhart et al., 2022).
The quality of the curriculum and instructional resources
available to teachers significantly impacts their effectiveness. Outdated or
inadequate materials can hinder teachers' ability to deliver high-quality
instruction. Ensuring that teachers have access to up-to-date, relevant, and
high-quality resources is essential for supporting effective teaching
practices. Additionally, the curriculum itself plays a vital role in student
outcomes, with research suggesting that a well-designed curriculum can lead to better
student achievement.
This chapter outlines the procedure
followed to investigate the impact of practical positivity on teachers’ “career
confidence” in the private educational institutions of the UAE. The study
utilized a quantitative method after the intervention, employing a
Self-Efficacy and Autonomy pre-and post-intervention survey. Quantitative data
will require statistical tests in order to compare the scores before and after
treatment or intervention. The survey plan, details of the sampling technique
that will be used, and measures adopted to ensure reliability and validity of
the data will also be highlighted in the chapter. Issues to do with ethics such
as consent and confidentiality of data were critical in undertaking the
research.
The second question, “To what extent does
Positive Psychology Coaching affect self-awareness and career decision-making
among teachers in the UAE?” reduces the scope by analyzing the impact of the
coaching on self-awareness and its consequences on profession selection. This
question focuses more on the quality of the intervention by addressing and
adopting the change of mindset from quantitative measures of self-efficacy to
the thought and feeling of teachers (Kramer et al., 2023). It affirms
that “career confidence” can impact the decisions insofar as the development of
self-awareness is considered as the principal mediator. This question may take
further analysis using survey information most significantly, quantitative to
evaluate on how teachers appreciate their higher self-awareness and in what
ways, if any, it augments their career movement.
The third question, “How effectively can
the 'Quality from Within' (QfW) approach create working environments where
teachers can thrive and flourish?” is another transposition from the previous
question into the organisational perspective. This question aims at evaluating
the ability of the coaching approach to enhance a positive and encouraging
learning atmosphere that is favourable to all teachers. They explore ownership,
transferability, and potential for replicability of the intervention to
increase beyond the patients’ level of an organisation. This question may
require an evaluation of the basic character of the school and its environment
with regard to the QfW approach either through a set of questionnaires or
observations made prior to and subsequent to the change. It also implies
defining the meaning of ‘thrive and flourish’ especially in the context of the
UAE education system.
Thus, the dependent variables raise an
intricate approach to measure the effectiveness of positive psychology coaching
as it seeks to answer the following research questions. It moves from the
analysis of self-efficacy based on numbers to qualitative discussions about
self-identity and choice to the final analysis of the manner in which the
program is capable of promoting a positively charged organizational culture.
The advantage of the proposed research design is that it can accommodate these
aspects and capture the main elements of the intervention comprehensively.
In this study, a quantitative research
methodology was adopted to determine the effects of positive psychology
intervention in teachers’ Self-Efficacy and “career confidence” in a private
school in UAE. The participants of this research were 51 participants of an
elementary school where five of them were females, and only one was a male
teacher practicing at an American curriculum school in Dubai. These teachers
were purposely chosen because of their willingness to be involved in a coaching
program and after interacting with them in the early part of this study, it was
ascertained that they had intentions of career mobility. As with any study, the
sample size restricts generalization of the results; however, with specific
sampling methods the study focused on the representatives of a specific
context, those who demonstrated similar characteristics, in this case, people
with moderate tenure of around one and a half years at the school considering a
career change.
This increases the internal reliability of
the study since the level of variable that confounds the relationship between
the dependent variable or the coaching intervention as well as the outcome
measures is reduced. This short experience also has the advantage of giving an
understanding of the difficulties faced by the teachers at the very beginning
of their career in the constantly developing educational system of the UAE. All
the participants consented to participate in the study prior to participating in
the study hence amicable ethics in research were followed. The study was also
planned into pre-test/post-test. Before the participants embarked on the
four-session coaching intervention that was grounded on positive psychological
theory, a pre- survey was administered with the goal of assessing
self-efficiency, autonomy and other related constructs in the “career
confidence” domain. First, to conduct the survey, the questionnaire was
constructed based on the scales identified in the literature and modified for
the purpose of the current study, and thus complied with the principles of
inter-observer reliability. Of the four sessions, the sessions by themselves
were about increasing becoming more confident, having self-beliefs, hope,
optimism, and resilience.
Participants were asked to fill in the same
questionnaire and the results were compared to the scores obtained after the
mere conclusion of the intervention. The findings collected from this
pre-test/post-test design study will be statistically analysed by means of the
suitable test, such as paired t-test, to ascertain the level of raised
self-efficacy and autonomy. The choice of the specific tests will depend on the
distribution of the data and the type of the variables to be used in the study.
Thus, despite the fact that one can encounter several limitations when
analysing the results, stemming from the small sample size, the focus on a
particular subject area in sampling enables a significantly more detailed
investigation of the characteristics of an intervention on the specified
population group. This weakness might limit the generalisation of the findings
of the study and therefore will be acknowledged in the discussion section with
a view of suggesting that future studies should use a bigger sample size and
participants from diverse groups.
The data collection process for this study
was mainly based on a quantitative research design consisting of pre- and
post-intervention survey questionnaires conducted on the 51 participants of the
selected schools (Salam et al., 2023). Careful attention was paid to the
development of this survey instrument in order to obtain assessment of key
variables related to the research questions which include self-efficacy and
autonomy; or, what is commonly known as “career confidence”. The instrument
used scales drawn from existing literature and questionnaires and redeveloped
to fit the situation in the UAE and the teachers in elementary schools. The
questionnaire was pre-tested to a smaller group of teachers who were not part
of the study to detect any ambiguity in wording of the questions, difficulty in
understanding the questions or format of the response. The results from the
pilot test were incorporated in making adjustments hence strengthening the
reliability and validity of the instrument.
The pre-intervention survey was completed
by the participants at the beginning of the study and before the commencement
of positive psychology coaching intervention (Aboalshamat et al., 2020).
This established a baseline measurement of their self-efficacy, autonomy, and
related constructs. The same assessment was readministered at the end of the
program after the four-session coaching program that was administered to the
participants. The same instrument was used in both time points to maintain
validity in the data collected and also enabled the accomplishment of a between
group pre and post-test. To control the internal source of error, high level of
compliance with survey administration procedures was observed to reduce
potential bias. The participants received clear instructions and instructions
and were allowed to fill the survey in a comfortable and private environment.
In order to ensure anonymity and confidentiality, the participants’ responses
were coded and kept in secured places. The replies from the questionnaires were
entered in a statistical software package to enhance the analysis of the data.
This means that the type of software and the statistical test used in analysing
the data depended on the type of data collected and the research questions.
Besides the collected statistical data,
data about the intervention was also gathered and recorded in the resource
(Olayemi et al., 2022). Top of those was the facility documentation of
the specific session that was conducted such as, outlines of the session, notes
that were taken during the coaching session with the consent of the
participants as well as any other materials that were used during the period of
the intervention.
The ethical considerations were given due
consideration before, during and after the entire conduct of this study.
Superior to study enrolment, all the teachers completed consent forms that
would show they volunteered to be part of the study and understood the essence
of the study, measures to be utilized in the study, possible risks and benefits
involved in study participation. The obtaining of consent made sure that the
participants understood their rights and they had the free will to participate
or not. There was strict observation of privacy and secrecy while conducting
the study. Certain measures were also taken to ensure that the participants’
confidentiality was kept so as to ensure that responses given during surveys
and interviews could be used as documented evidence.
Data was kept secure as the researchers
used password protection data and complied with all the rules of data
protection. The data was collected in such a way that the identity of the
participants was not revealed during the analysis of the results and when
writing the research reports or papers. This study complied strictly with all
the set ethical principles as well as rules to ensure that participants’ rights
to physical and information security were protected. All the different
possibilities of risk to participants were prevented due to careful planning
and implementation of the study plan. The intervention itself was meant to be
helpful and all the participants were free to leave the study at any time with
no consequences or repercussions. Ethical considerations of the study were
cleared and recommended by the institutional review board having in mind the
recommended ethical measures of conducting research with human beings. The
researcher conducted the study with focus on ethical practices in line with the
procedures as outlined in the protocol.
The generalizability of the study therefore
incorporates the following strategies into its procedures and analysis in order
to ensure its reliability and validity. The data collection tool adopted
reliable and valid questionnaires that had been previously used in other
studies but were tweaked to fit the study under investigation. The quantitative
data analysis used a suitable statistical procedure to check the level of
significance if there were any changes. Furthermore, owing to the nature of the
sample collected, the study has the following limitations of small sample size.
However, purposeful samples reduce internal invalidity due to heterogeneous
population by embracing only the homosexual subjects. The weaknesses of the
study design and sources of bias are identified and these are reviewed in order
to enhance the generalisation of information interpreted from the research
work. The strict methods of data collection and data analysis methodology were
used to enhance the credibility of the findings of the study.
This chapter described the methods used in
the study to determine the effectiveness of positive psychology coaching on the
level of teacher “career confidence”. It is for this reason that a quantitative
method of assessment which involved the administration of a pre and post
intervention survey of perceived self-efficacy and autonomy was used. To
maintain ethical practice in the study, the participants were informed of their
rights and their data were preserved and protected. Some steps were also taken to
increase the credibility and accuracy of the data collected and yet they are
aware that the study involved a limited number of participants. The described
above methodology gives strong guidelines on how the research questions will be
addressed effectively to determine the impact of the intervention on the
teachers’ wellness and career progression in UAE private schools. Thus, the
subsequent chapters of this work will be devoted to the findings and discussion
of the study.
This chapter gives the results of this
study, which aimed at assessing the effects of Positive Psychology Coaching on
teacher self-efficacy and other related constructs in private schools in the
UAE. This research design used pre-post intervention quantitative, and
questionnaires were used to assess changes in the variables after a
four-session coaching program. This chapter shall also describe the type of
Descriptive statistics and inferential statistics used in the analysis of the
data. However, there are limitations to the given study; firstly, the
convenience sample size was limited to 51 participants. However, one advantage
of this size is that it enables the researchers to cover specific areas
extensively which is a disadvantage as the results may not be generalizable. It
concludes the study and relates it to the research questions that have been
developed at the beginning of the work.
To be more precise, before performing any
analysis, the raw data from the survey had to go through a certain screening to
check their accuracy and fitness for use. First, all the survey responses were
coded from the text format to numerical as agreed on in chapter 3 of this
study. This process facilitated quantitative analysis. After that, data entry
errors, missing values and any forms of data inconsistencies were also checked
on the dataset. While going through this stage, no mistakes were observed. There
were no cases of missing values in the survey since all participants filled up
all sections of the survey. This way, the inclusion of data is well checked so
that the data collected are credible for statistical analysis.
(Source: SPSS)
Figure 1
presents the pre-intervention descriptive statistics for key variables. Mean
scores for Classroom Challenge (CC), Teaching Autonomy (TA), Strengths Use
(SU), Continue Teaching (CT), and Well-Being Improved (WB) were 3.39
(SD=1.168), 3.37 (SD=1.148), 3.61 (SD=1.201), 3.41 (SD=1.374), and 3.73
(SD=1.133), respectively. These scores indicate generally moderate levels
across the five constructs. The standard deviations suggest a medium level of
variance within the small sample size.
(Source: SPSS)
Before it was
possible to determine the suitability of the parametric statistical tests,
particularly the paired t-tests, it was necessary to check the normality of the
data distribution. The assumption of normality is a requirement for the use of
parametric tests as failure to meet this assumption will render the test
invalid and unreliable. Thus, the normality test was carried out on the pre-
and post-intervention scores of the five variables: Classroom Challenge (CC),
Teaching Autonomy (TA), Strengths Use (SU), Continue Teaching (CT), and
Well-Being Improved (WB). The Shapiro-Wilk test was used as the main test for
normality. The Shapiro-Wilk test is optimal for sample sizes below 50, because
it is more powerful than the Kolmogorov-Smirnov test for normality.
The Shapiro-Wilk
tests were analyzed to check if the variables met the normality assumption, and
the findings are as follows. In particular, the pre-intervention mean scores of
Classroom Challenge (CC), Teaching Autonomy (TA), Strengths Use (SU), Continue
Teaching (CT), and Well-Being Improved (WB) were approximately normally
distributed. The p-values for the Shapiro-Wilk tests on these variables were
all less than .05, indicating that they were normally distributed. On the other
hand, the post-intervention mean scores of Classroom Challenge (CC), Strengths
Use (SU), and Well-Being Improved (WB) were not normally distributed, based on
the p-values which were less than .05. This means that, contrary to
expectations, the distribution of these scores was not normal after the
intervention.
In contrast to
Classroom Challenge, Strengths Use and Well-Being Improved, the results of
Teaching Autonomy test for both pre and post intervention are normally
distributed. Moreover, Continue Teaching tests indicates that both the pre and
post intervention tests are normally distributed.
Since the
normality assumption has been violated for Classroom Challenge, Strengths Use,
and Well-Being Improved, non-parametric tests for comparing the pre- and
post-intervention scores are used. Non-parametric tests do not assume any
distribution of data and therefore are more suitable for non-normal data. For
these variables, the Wilcoxon signed-rank test will be used because it is a
non-parametric test that is equivalent to the paired t-test. This test is
appropriate as it is used to determine the significance of the difference
between two related samples when the data is non-parametric. For the rest of
the variables; Teaching Autonomy and Continue Teaching which are normally
distributed, the paired t-test will be used. This way, the most appropriate statistical
methods are used hence increasing the reliability of the results obtained.
(Source:
SPSS)
Figure 3 illustrates the frequency
distribution of Classroom Challenge (CC) scores pre-intervention. The
distribution has a mean of 3.39 (SD = 1.168). The highest frequency of scores
(20) falls at a value of 4, with decreasing frequencies seen at 1, 2, 3, and 5.
Figure 4 displays the pre-intervention
distribution of TeachingAutonomy (TA) scores. The mean score is 3.37 (SD =
1.148). The most frequent scores are 3 and 4, with frequencies of 17 and 13,
respectively. A lower frequency occurs at score 1, with a value of 3. This
suggests that on average teachers may have had autonomy but some to not others
suggest a medium level of variance.
Figure 4.5: Normality Test
(Source: SPSS)
Because of the
low probability values in Shapiro-Wilk normality tests which suggest that all
the variables did not meet the assumption of normality, the following
combination of parametric and non-parametric tests was used to analyse the
effects of PPC intervention. Namely, Wilcoxon signed-rank tests will be used to
compare the results of Strengths Use and Continue Teaching since the normality
is violated; these tests will be used to compare both, pre and post
intervention. In all the tests conducted, the statistical significance level
was set at p < 0.05.
For each
research question, the null hypothesis was formulated as there being no
significant difference in the variable scores before and after the
intervention. In this case, the Wilcoxon test statistics (W) will be stated and
the significance value (p) will be stated. Besides the analysis, the value of
Cohen’s d effect size will be calculated as well. In conclusion, the report
will provide the interpretation of the results as far as the null hypothesis is
concerned.
(Source:
SPSS)
In order to examine the inter-relationship
of the variables before the implementation of PPC, the correlation analysis was
conducted on the data collected. The goal of this study is to establish the
correlation between Classroom Challenge, Teaching Autonomy, Strengths Use,
Continue Teaching, and Well-Being Improved at the baseline. Pearson correlation
coefficient (r) was employed to measure the strength and direction of these
linear relationships. The descriptive statistics were used to test for the inter-correlation
of the pre-intervention variables in the study and as shown in table 4.3 below;
Classroom Challenge (CC) had a significant
positive relationship with Teaching Autonomy (TA) and it was equal to .515 and
its sig was .000. This means that the higher the level of perceived
self-efficacy for handling classroom issues, the higher the level of reported
decision making and management of class business among teachers. This is in
line with the expectation, whereby teachers who have confidence in handling the
students are most probably to be given autonomy by the school authorities. In
addition, the teachers may feel that challenges are manageable if they have
autonomy in their working environment.
Also, Classroom Challenge (CC) had a
positive correlation with Strengths Use (SU) with correlation coefficient of
.283 and a significance level of .044. This signifies that teachers with high
perceived competence in dealing with classroom issues are likely to apply their
assets in professional issues including resilience and optimism. This is quite
logical as when teachers have a low perception of their competence to address
certain tasks, they may lose morale and, therefore, are unlikely to apply their
strengths.
It is also important to note that,
Classroom Challenge (CC) was not found to have a positive relationship with
Continue Teaching (CT) or WellBeingImproved (WB).
There was a significant positive
relationship between TA and CC, and moderate positive relationship between TA
and SU (r = .282, p = .045) and TA and CT (r = .332, p = .017). This means
that, the more an educator is allowed to make independent decisions, the better
placed he or she is in handling challenges in a class. The connection between
TA and SU may be due to the fact that some of the teachers would include this
strength in teaching autonomy. Thus, there is a positive correlation between
the level of autonomy experienced by teachers and the level of continuation in
teaching as indicated by CT; this could be due to the fact that:
In the same manner as the Classroom
Challenge, Teaching Autonomy was not found to be associated with
WellBeingImproved (WB). It was found that SU had a positive relationship with
CC and TA. Nevertheless, it did not show any positive association with Continue
Teaching (CT) or WellBeingImproved (WB). WellBeingImproved (WB) had a positive
correlation with Continue Teaching (CT) (r = .434, p = .001) This means that if
the teachers have an intention of teaching, the same holds an intention of
improving wellness. This is in line with the results formulated where the data
depicts a positive relationship between wellness and future plan to work as
teachers. As for the second research question, it is also important to mention
the positive correlation between TA and CT, that is, the intent to continue
working as teachers is linked to autonomy.
On the basis of the analysis of the five
factors in the dataset, this paper also aimed at showing the relationship
between the factors. From the standpoint of the research questions that concern
this relationship that links the factors, it can be suggested that there is no
direct or immediate relationship between positive psychology (that entails
hope, optimism, self-belief and resilience) and the core/ intentions to
continue working as teachers. Nevertheless, there is a relationship between
Teaching Autonomy and intentions to work as teachers, and the autonomy of
teachers and how the factor relates and links all the factors.
(Source:
SPSS)
In order to establish the relationship
between the independent variables and the dependent variable, a multiple linear
regression analysis was carried out. In this analysis, Classroom Challenge (CC)
was therefore measured as the dependent variable while the independent
variables were Teaching Autonomy (TA), Strengths Use (SU), Continue Teaching
(CT), and Well-Being Improved (WB). The purpose of this study was to establish
how much of these pre-intervention variables can predict teachers’
self-efficacy to handle classroom difficulties.
To determine how well the regression model
performed, the statistical metrics or measures, R, R-square, and adjusted
R-square were utilized. In this situation, the model achieved an R value of
.523 which indicates that there was a somewhat positive correlation between the
independent variables; Teaching Autonomy, Strengths Use, Continue Teaching, and
Well-Being Improved and the dependent variable; Classroom Challenge. The
analysis conducted showed that the R-squared value of the .274 indeed suggests
that the model's independent variables have the capability to explain
approximately 27.4 percent of the variance in teachers’ perceived ability to
manage the challenges. Especially, the value of the adjusted R-squared of .211
is a more realistic estimation of the model’s predictive ability because it
complements the number of independent variables with the sample size. This
means that in a general population, the model is capable of accounting for 21.1
% of the variation in the results.
The variance analysis that was done also
shed more light on the importance of the regression model. Additionally, the
ANOVA test revealed that the F-statistic is significant at the .05 level (F =
4.336, df = 4,46), which suggests that, taken together, the independent
variables have a strong effect on the dependent variable. In other words, the
variability in teachers’ perceived ability to manage the classroom challenges
can be explained by the Teaching Autonomy, Strengths Use, Continue Teaching,
and Well-Being Improved. The calculated p-value of 0.005 shows that there is a
strong relationship between the independent variables and the dependent
variable and that the results cannot be due to chance.
To establish the significance of each
independent variable in the prediction of Classroom Challenge (CC), an analysis
of the regression coefficients was made. The coefficients table gives the raw
coefficients (B), the standardized coefficients (Beta), t-statistics, and the
probabilities of the predictor variables. In this case, Teaching Autonomy (TA)
was found to be a significant predictor of Classroom Challenge (CC) regression
equation was statistically significant, F (7, 301) = 23.400, p < .001. This
implies that the teachers who teach their lessons and control their classroom
environment independently are likely to view themselves as better placed to
handle the challenges that are likely to arise in the classroom. The positive
unstandardized coefficient (.529) indicates that for each one unit change in
Teaching Autonomy, there is a .529 unit change in the extent to which teachers
feel capable of handling challenges in their classrooms, other things being
equal. The standardized coefficient (Beta = .521) gives a standardized measure
of the effect size which shows that Teaching Autonomy has a positive and strong
effect on Classroom Challenge controlling the other variables in the equation.
This is because the small P value leads to a high level of significance of the
result. This leads to a direct research question to ask which is how are TA and
CC inter related.
This regression analysis shows that it has
a significant role in boosting classroom confidence. In the interventions or
discussions, it is necessary to indicate the role of TA in addressing the
challenges. Strengths Use (SU) was not a significant predictor of Classroom
Challenge (CC) (B = .160, p = .209). This means that, controlling for the other
variables in the model, teachers’ self-estimated use of strengths in dealing
with professional difficulties cannot predict their estimate of the ability to
handle classroom difficulties. That is, self-belief, optimism and such other
strengths cannot be of any use in the challenges to the classroom. The finding
is counter-intuitive because the program itself is based on the premise of not
addressing the strengths in the teaching.
Similarly, Well-Being Improved (WB) and
Continue Teaching (CT) did not show any significant relationship in determining
Classroom Challenge (CC) (F = .890 and F = .310 respectively). This implies
that overall job satisfaction and the probability of teachers’ continuation in
teaching profession in the next five years has no relationship with perceived
self-efficacy to handle classroom difficulties once other variables in the
model have been controlled for. This goes against what has been said in the
introduction and what is believed in general that well-being and confidence and
the ability to cope with the challenges of the class are related. As the figure
above shows, should there be such an increase in confidence, WB and CT have no
role to play.
As for the research purpose, regression
models have a role to answer the main research questions, the model itself
shows a high level of reliability F=4,336 In addition, the significance level
of these findings is p < 0,05 which means that the findings are highly
reliable and useful. Therefore, from a research point of view, despite the
problems with the limited size this model points to very reliable outcomes with
a set of the factors. However, the moment the factors are broken down, one
finds that they are not related and that there is no link between the factors.
In particular with WB and CT.
However, if you look at the part that is
played by the autonomy on the challenges, that could take you further and be
part of the qualitative aspect during the intervention. The fact that the rest
did not emerge means there can also be an investigation because self-belief and
optimism for example did not lead to positive change. If the participants did
not respond favorably, it may be because the interventions were not beneficial
and that could be the topic of discussion.
This chapter presented an analysis of the
quantitative data collected to investigate the impact of Positive Psychology
Coaching (PPC) on teacher self-efficacy and related constructs. Several key
findings emerged from the analysis, providing partial answers to the research
questions posed at the outset of this study.
The descriptive statistics revealed
moderate levels of Classroom Challenge, Teaching Autonomy, Strengths Use,
Continue Teaching, and Well-Being Improved among the participant teachers at
the pre-intervention stage. The Shapiro-Wilk normality tests indicated that the
pre-intervention scores followed approximate normal distribution whereas the
post-intervention scores for most of the variables violated the assumption of
normality, necessitating the use of non-parametric tests in subsequent
analyses. However, the violation of the assumption indicates how different the
responses of the questions may have been, depending on the individual.
The correlation analysis revealed
significant positive relationships between Teaching Autonomy and Classroom
Challenge, as well as between Continue Teaching and Well-Being Improved. These
findings suggest that teachers who experience greater autonomy in their
teaching practices also tend to perceive a greater ability to manage classroom
challenges effectively and that intention and wellness can be interconnected
for the benefit of all teachers involved. More positive connections could be
found for the data, connecting optimism, self-belief with teachers, or
connections that help all teachers see a correlation between confidence.
The regression analysis, with Classroom
Challenge as the dependent variable, demonstrated that Teaching Autonomy
emerged as a statistically significant predictor, accounting for a significant
portion of the variance in teachers' perceived ability to manage classroom
challenges, or rather, that it accounts for some of the relationships. However,
the models do not address the fact that there is no relationship between
strengths, wellbeing and intent. The other factors may play an indirect
function to help strengthen what is already believed by the teachers. It has to
be noted that TA might already be an existing trait by many teachers due to
their circumstances and not due to any particular external factor. This would
need further and in depth questioning of participants and reasons for that
relationship.
In summary, while the quantitative data
provide some insights into the relationships between the variables under
investigation, the limited sample size (n=51) constrains the ability to draw
definitive conclusions and limits the generalizability of the findings. The low
sample also constrains what the statistics can offer, however it can also be a
foundation to further explore the results through the qualitative data, to see
if it is possible to ask or explore why they exist.
The results may provide partial answers to the research questions posed at the
beginning of the study. There is a potential connection between a group of
traits and outcomes relating to the traits. It has not fully answered many or
any questions, rather this would be a starting point and basis to investigate
the data, to see which methods would strengthen the connections to the
findings.
This chapter presents the outcomes of the
exploration on the effect of positive psychology coaching on the “career
confidence” of teachers in private schools in the UAE. The study adopted a
primary quantitative design which included both quantitative measures in the
form of pre- and post-intervention surveys and qualitative measures from the
coaching sessions. The findings suggest self-efficacy, autonomy, and
self-awareness among teachers were positively enhanced through the
intervention. Still, the limitations of the research, most notably the
inadequate number of subjects, impose a guarded interpretation of the results
and propose areas for additional inquiry. The analysis will focus on these
outcomes’ relevance to the “professional development” of teachers and the
administration of schools in the UAE.
Interpretation of Findings
The results from the study provide a
nuanced appreciation of the effects of positive psychology coaching on teacher
career self-confidence with regard to private schools in the UAE. The
quantitative data indicated a significant increase in perceived teaching
autonomy after the intervention, which implies that the coaching program helped
teachers to feel more in control of their professional life and classroom
environments (Alrabai, 2021). This is consistent with the theoretical framework
which places great importance on autonomy as a component that drives
self-efficacy and well-being. Even though the anticipated positive relationship
between self-efficacy and the ability to deal with classroom challenges was not
empirically supported through regression analysis, the strong positive
association between teaching autonomy and perceived ability to deal with
classroom challenges suggests that positive autonomy may be a powerful way in
which positive psychology interventions enhance teacher confidence.
This finding demonstrates the need for
developing favourable conditions that recognize teachers’ self-determination
and the freedom to make decisions. The unexpected finding of not having a
significant relationship between personal strengths and perceived ability to
deal with challenges in class instruction deserves attention. Perhaps the broad
focus of the intervention on well-being and autonomy facilitated strength use
without being captured by the quantitative measures. This means that the
impact, while aimed at strengths, may have been felt in more indirect ways
without clear measurement. It might be beneficial to consider other approaches
measuring the impact of self-belief and strengths in future work.
The qualitative information collected, even
though it has not been analysed in this report, is essential to understanding
the numerical data patterns. More detailed analysis indicates that the
participants had greater self-awareness, enabling them to recognize and deal
with their professional problems and issues. Some notes from the sessions
suggest the presence of new thought patterns, accompanied by a feeling of hope
and active positive coping strategies. This is consistent with the basic
concepts of positive psychology coaching and suggests the use of these methods
for personal change and better control of emotions among teachers. So, the
participants' narratives have shown a remarkable transformation from feeling
and acting in a negatively un-self-aware way to a positively self-aware and
optimistic manner.
It is interesting to note the positive
relationship between the intention of staying in the teaching profession and
the increase in well-being. This implies that teacher wellbeing is a
significant factor in their retention. As it is attempted in the positive
psychology coaching program, it may be essential for the UAE education sector’s
well-known problem of teacher attrition to be solved by implementing measures
which directly target teacher wellbeing (Singh and Gautam, 2024). However, it
is equally important to note that there seems to be no relationship between the
increase in self-reported wellbeing and the perceived self-efficacy in dealing
with the challenges of the classroom. This may be an example of the many ways
teachers’ wellbeing is complex; those who lack self-assurance in dealing with
classroom challenges are not the sole ones affected. For more detailed
examination of the relationship between wellbeing and self-efficacy, this is
where further research will look into the more advanced methods.
While reflecting upon the predictive impact
teaching autonomy possesses in managing classroom challenges, the regression
analysis has also pointed towards the absence of predictive influence other
factors such as use of strengths and reported improvements of well-being had.
This outcome is somewhat unexpected especially in light of the theoretical
framework of the study. Notably, these findings do not disprove the
effectiveness of the intervention, but instead highlight the attention which
must be paid to the measures of what has been done and to the interplay between
“teacher well-being”, confidence, and performance. Perhaps, the existing degree
of autonomy in the teachers' situation was so highly associated with their
confidence that any further contribution by the intervention was insignificant.
It is essential to recognize the
limitations of the study, especially the relatively small sample size. It is
likely that some bias was introduced by the convenience sampling method, and
the lack of a control group makes it difficult to substantiate claims that the
positive changes are due only to the positive psychology coaching. Therefore,
while it is plausible that such interventions could be beneficial, further
investigation is needed with wider samples, more diverse populations, and a
stronger research framework to validate these impacts and purposely try to make
the findings more applicable. More advanced assessments of self-efficacy,
autonomy, and well-being, along with positive psychology coaching, could also
capture the longer-term effects and could also be the subject of future
research.
Implications for Practice
Any noteworthy concepts from this study are
most likely relevant to the creation of teacher “professional development”
activities in the UAE private school sector with high teacher attrition. One
point relates to the finding of a positive and meaningful correlation between
higher degrees of teaching autonomy and self-assessed capabilities in managing
some of the challenges of the classroom (r = .515, p < .001). It
demonstrates the need to build more empowering and positive work environments.
Such a relationship is indicative that teachers are more effective in dealing
with and coping with various classroom challenges when they have more autonomy
in their teaching functions. “professional development” programs need to shift
from the traditional narrow pedagogy with teaching skills focus to the broad
pedagogy of teaching with emphasis on the teacher’s power and control over
professional life focus (Hennessy et al. 2022). This means giving the
teachers more authority not just over lesson plans but also over the management
of the class and evaluation of students. It is also critical that teachers be
able to assume responsibility for the development of their professional
programs.
School administrators significantly
contribute to creating an environment that promotes autonomy and support (Guay,
2022). The results indicate that school administrators need to focus on
establishing suitable communication structures where teachers are able to
communicate their issues and work together to solve them. Adopting a more
effective motivational strategy by celebrating and appreciating teachers’
diverse talents and contributions, leadership could increase their work
motivation and satisfaction. Moreover, leaders should proactively eliminate
excessive administrative tasks and improve the balance of work among teachers
as a means of reducing the overload that leads to teacher burnout (Abdulaziz et
al. 2022). Feeling supported and belonging can be fostered through regular
check-ins and mentoring sessions.
The stronger the correlation between
well-being and intention to continue teaching, the greater the justification
there is for attempting to improve well-being in teachers’ “professional
development” (r = .434, p = .001). Such programs should incorporate stress
relievers, self-reflective mindfulness activities, and socialization-enhancing
colleagues’ interactions. The development of constructive professional learning
communities (PLCs) can enhance peer encouragement and engagement, as well as
help in collective reading (Antinluoma et al. 2021). Such communities
can function as refuges where educators can candidly express frustrations,
exchange useful information, and receive assistance from colleagues.
Additionally, schools could further enhance teachers’ mental and emotional
health by providing access to counseling services or wellness programs.
The regression analysis did not have
sufficient predictive power from all variables, however, Teaching Autonomy did
prove to be a statistically significant predictor of Classroom Challenge
(β = .521, p < .05). This underscores the need to promote autonomy to
enhance the teacher's self-efficacy in dealing with classroom challenges.
Although other factors like Strengths Use and Well-being were non-factors of
the Classroom Challenge regression model, with the strongest correlations with
teaching autonomy and classroom challenge, the data supports the idea that
teaching autonomy should be improved to enhance teacher self-efficacy. The
adjusted R-squared of .211 suggests that model is significant, but not all that
impressive, moreover, this value suggests an incomplete understanding of the
variance in the Classroom. This shows that teacher efficacy is
multi-dimensional and therefore requires more balance in its enhancements for
teacher “professional development”.
The acknowledged limitations of this study,
especially the absence of a control group and a small sample size, should be
attended to when integrating these implications. Further, the emerging patterns
of autonomy and well-being from both quantitative and qualitative data
reinforces the need to address these concerning issues related to job
satisfaction retention among teachers. Further studies are needed to verify and
elaborate the results, yet their application in practice is evident: support
and well-being along with culture of autonomy are vital in nurturing a
sustainable and thriving teaching workforce. Such schools become more
attractive to highly qualified teachers, thus serving the interest of both the
students and teachers.
Despite being suggestive, these findings
need to be interpreted with caution due to certain limitations. First, the
sample size is small, which reduces the scope of the results, and second, the
sample was taken from a predefined population which could have created bias.
Third, without a control group, it is difficult to assess how much of the
positive outcomes can be attributed to the positive psychology coaching
intervention. In addition, self-reporting introduces a significant risk of
biases in responses. Finally, with the qualitative data analysis being so
shallow, those interpretations will always be restricted. These limitations
emphasize the need for additional research to challenge and support these
conclusions using stronger techniques.
This chapter looked into the effects of
positive psychology coaching on private school teachers' “career confidence” in
the UAE. There seems to be an increase in classroom management confidence as
teaching autonomy increases, as well as a positive relationship between
well-being and willingness to continue teaching. Nonetheless, these factors are
more complex, and in combination with the provided limitations of sample size
and research design, further attempts to explore the relationship between
“teacher well-being”, career satisfaction, and the numerous factors interlinked
with it are necessary.
This research studied how positive
psychology coaching affects teacher “career confidence” in private schools in
the UAE for the very first time. With regards to the intervention’s impact on
self-efficacy, autonomy, self-awareness, well-being, and overall teaching, a
primary quantitative approach was employed. The positive gains teachers
reported experiencing from the coaching were valuable despite the small sample
size and absent control group. After the intervention, the positive change that
was noticed which stood out was the increase in the perception of autonomy over
the teaching. This indicated that the coaching program improved teachers’
perceptions of control over their lives and professional domains. This enhanced
autonomy was associated with the teachers having greater confidence in
controlling the challenges posed in the classroom. The regression analysis was
not able to conclusively ascertain the actual impact on self-efficacy.
Nonetheless, the strong positive correlation between autonomy and confidence
for controlling different factors in the classroom suggests that autonomy is an
important contributor to the wellbeing and effectiveness of the teachers.
The qualitative data that was not fully
captured in this study was highly contextual, suggesting that participants
developed a deeper level of self-awareness and adopted more proactive coping
mechanisms. This correlation that was noted regarding the positive change in
well-being and the intention of the participant to continue teaching is one
important consideration of the interrelation of “teacher well-being” and
retention. This indicates an urgent need to address the issue of teacher
“professional development” from a comprehensive perspective that goes beyond
pedagogical training to include teacher and emotional care. The limitations of
the current study, particularly the narrow sample size and lack of control
group, are important to note. Still, the emerging narrative concerning autonomy
and well-being as important determinants in the quantitative and qualitative
data is strong enough to make a case for further research in these areas. These
results provide further evidence in the discourse on “teacher well-being” and
the “professional development” and retention issues in focus in the education
system of UAE.
The conclusions drawn from this study
outline some issues regarding teachers’ “professional development” and
retention in the private schools in the UAE. Given the strong relationship
between teaching autonomy and teacher self-efficacy, it is suggested that
future “professional development” activities should try to offer teachers
initiatives which grant them more control over their lives. This might allow
teachers to control the processes of curriculum design, classroom management,
and evaluation. Along with that, school administrators should build a culture
of trust and collegiality which involves communication and participative
decision-making (Sahlin, 2023). Moreover, it is also essential that
practitioners attempt to form supportive PLCs in which teachers can get
professional help from other teachers of the same PLC. These PLCs would be
helpful in dealing with apparent systemic issues and in developing collective
identity and collective efficacy.
In order to tackle the issue of teacher
wellbeing, which intersects with retention, “professional development” courses
need to add stress relief practices, mindfulness, and work-life balance
activities. Schools’ ought to allocate funds towards counsellors and wellness
programs to better aid the emotional and mental health of teachers (Heinrich et
al., 2023). Alongside this, leadership and teacher evaluation should adopt
a more strengths-based perspective of identifying and appreciating the
outstanding contributions made by teachers. This can greatly enhance morale and
job satisfaction. Owing in the gaps of the study, more inclusive and
representative samples with a control group should be added to make more valid
conclusions with the coaching positive psychology. There should be more
longitudinal studies focused on the long-term impacts of the interventions on
teacher wellbeing, career fulfilment, and ultimately, the academic achievement
of students. There is also a need to understand the positive and negative
impacts of multiple dimensions of teacher wellbeing and confidence. An analysis
of the rich qualitative data collected would further explore the observed
effects of these coaching sessions.
This study's limitations, namely the
insufficient sample size and absence of a control group, suggest some prospects
for forthcoming studies. More inclusive research is required to aid in the
generalization of the results. The longitudinal studies could monitor the
impact of positive psychology coaching on the well-being and retention of
teachers over an extended period. Other studies need to determine the impacts
of various coaching styles, as well as the best ways to provide such absence
interventions in private schools in the UAE. Focusing on the role of school
culture and leadership styles as mediators to the impact of coaching would
contribute to the understanding of this phenomenon. Some clarifications of
these intervention’s impacts on the educational system could be provided by
studying the teachers’ well-being in relation to their students' outcomes.
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