The Effectiveness of Positive Psychology Interventions for Teachers: A Systematic Review

Abstract

Strengthening teachers’ psychological well-being has become increasingly important in recent years for improving the quality of educational environments and supporting sustainable teacher performance. The aim of this systematic review is to examine the effectiveness of positive psychology-based interventions implemented for teachers. Accordingly, intervention studies designed to promote teachers’ psychological well-being were systematically evaluated. The review process was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Studies published between 2010 and 2026 were searched in the Web of Science, Scopus, PubMed, ERIC, ScienceDirect, and DergiPark databases. The search strategy included the keywords teacher well-being, positive psychology interventions, psychological well-being, PERMA model, and gratitude. Based on the predefined inclusion and exclusion criteria, a total of 17 studies were included in the systematic review. The reviewed studies employed randomized controlled trials, quasi-experimental, qualitative, and mixed-method research designs. The findings indicate that positive psychology-based interventions generally improve teachers’ psychological well-being, life satisfaction, positive emotions, psychological resilience, self-efficacy, work engagement, and professional motivation, while reducing stress, burnout, and negative emotions. In particular, interventions based on the PERMA model, gratitude practices, self-compassion, and mindfulness were found to be effective in enhancing teachers’ psychological and professional well-being. However, the effectiveness of these interventions appears to vary depending on factors such as intervention duration, program content, sample characteristics, and institutional support. Integrating positive psychology-based programs aimed at enhancing teachers’ psychological well-being into in-service teacher training and school-based well-being initiatives may provide substantial benefits. Future research should employ larger sample sizes, longitudinal follow-up assessments, and randomized controlled trial designs to further strengthen the evidence base.