The role of positive institutions in language teachers’ well-being

• Authors: Aleksandra Osuch , Ola Majchrzak

Title variants

PL

Rola pozytywnych instytucji w kreowaniu dobrostanu nauczycieli języków obcych

Abstracts

PL

Psychologia pozytywna opiera się na trzech filarach: pozytywnych emocjach, pozytywnych cechach charakteru, które prowadzą do spełnionego życia, oraz pozytywnych instytucjach, które sprzyjają środowisku, w którym można się rozwijać. Pozytywne emocje i pozytywne cechy charakteru były do tej pory głównymi przedmiotami badań psychologicznych, natomiast pozytywne instytucje skupiały wiele mniej uwagi. Niniejsze badanie ma na celu wypełnić tę lukę, przyglądając się bliżej Szkole Podstawowej nr 81 w Łodzi, która określa się jako pozytywna instytucja (Budząca się Szkoła). Celem badania było ustalenie, czy SP 81, będąca pozytywną instytucją, wpływa na dobrostan nauczycieli języków obcych i jeśli tak, w jaki sposób. Zostało to zbadane z trzech różnych perspektyw: fizycznej, psychologicznej oraz pedagogicznej. Wyniki pokazują, że SP 81 jako pozytywna instytucja oraz wszystkie jej aspekty mają istotny wpływ na dobrostan nauczycieli języków obcych. Intencją niniejszego artykułu jest wskazanie właściwego kierunku tworzenia pozytywnych instytucji edukacyjnych, ale również zachęcenie do dalszych badań w tym zakresie.

EN

Positive psychology was established on three fundamental principles: positive emotions, positive character traits that lead to a fulfilling life, and positive institutions that foster an environment for growth and prosperity. However, positive emotions and character traits have mostly been the focus of psychological research, while positive institutions, the organisations that support such growth, have received noticeably less attention. We tried to fill the gap by taking a closer look at a primary school in Lodz, Poland – SP 81, which calls itself a positive institution (Budząca się Szkoła). The purpose of the study is to ascertain whether SP 81, a positive institution, has an effect on language teachers’ well-being. Additionally, it was intended to determine whether a positive institution plays a significant role in the lives of language teachers and what that role is. The way school influences the teachers’ well-being is examined from three different perspectives: the physical aspect, the pedagogical approach and the psychological aspect, by means of one-to-one interview with each teacher. The results demonstrate that the institution and all three different perspectives have a significant impact on language teachers’ well-being. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice.

Keywords

EN

positive psychology; language teachers; positive institution; well-being; primary school

PL

psychologia pozytywna; nauczyciele języków obcych; pozytywna instytucja; dobrostan; szkoła podstawowa

• Publisher: Akademia Humanistyczno-Ekonomiczna w Łodzi
• Journal: Językoznawstwo
• Year: 2023
• Volume: 19
• Issue: 2
• Pages: 249-267

Dates

published

2023

Contributors

author

Aleksandra Osuch

• Akademia Humanistyczno-Ekonomiczna w Łodzi

author

Ola Majchrzak

• Akademia Humanistyczno-Ekonomiczna w Łodzi

• https://orcid.org/0000000321613909

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Identifiers

DOI

10.25312/j.6778

Biblioteka Nauki

37518849