Teachers’ Perceptions of Training to Implement Gratitude Practices in the High School Classroom
Date of Conferral
10-20-2023
Degree
Ph.D.
School
Psychology
Advisor
JoAnn McAllister
Abstract
In recent years, gratitude practices arising from positive psychology have increased in the classroom. Considering teachers’ vital role in creating an environment that fosters positive character development such as gratitude is critical because their own perceptions about gratitude and how well-prepared they are influences student engagement. Professional development involving gratitude interventions has not been well-researched through the lens of the teachers trained to implement these practices. The current study aimed to explore teachers’ experiences with professional development training to implement gratitude practices. Seligman’s theory of positive psychology grounded the study in understanding the development of character strengths and how mental well-being has evolved into positive education. A basic qualitative research approach was used, guided by the question of how teachers perceive that the training received supported the implementation of gratitude practices in the high school classroom. Six high school teachers from a public charter school in a Southwest region of Texas participated in professional development involving implementing gratitude practices in the classroom and were interviewed using semi-structured questions. A thematic analysis using coding was used to identify two main themes: (a) professional development (training received) and (b) implementing gratitude. The results found that most of the participants were dissatisfied with the approach to professional development regarding implementing gratitude. This study’s findings have potential implications for positive social change to enhance the knowledge of how best to support and prepare teachers to implement effective gratitude practices in the high school classroom.
Recommended Citation
Coronado, Christina M., "Teachers’ Perceptions of Training to Implement Gratitude Practices in the High School Classroom" (2023). Walden Dissertations and Doctoral Studies. 14996.
https://scholarworks.waldenu.edu/dissertations/14996
