Character strengths improve performance and well-being but are rarely studied among early childhood educators. This qualitative study describes how in-service early childhood educators (n=17, United States) resolved workplace challenges following a character strength application intervention. During professional development, teachers learned to write action plans to use character strengths (e.g., perseverance, kindness) to address their challenges. Teachers reported a 71% success rate in fully or mostly resolving challenges using this method. Another 22% experienced partial success. This study documents how teachers matched character strengths to personal challenges with children, coworkers and parents. (author abstract)
How early childhood educators resolve workplace challenges using character strengths and model character for children in the process
Description:
Resource Type:
Reports & Papers
Country:
United States
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