Thriving on Strengths: Effects of a Strengths Intervention for Younger and Older Teachers

Abstract The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than survive. Based on theories strengths use we propose that interventions which help identify, use, develop can enhance thriving (vitality learning) enables them perform better. In addition, based the socioemotional selective theory especially beneficial for older because it fits goals skills. We conducted a quasi-experimental study, in 152 team leaders participated intervention. Longitudinal survey data indicated intervention contributed teachers’ (≥ 46 years old) vitality, turn, performance. No significant effects were found younger teachers. discuss implications of our study