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Background and objective <p>Teachers in Germany face high emotional and organizational demands that increase the risk of stress, exhaustion, and impaired mental health. At the same time, teacher wellbeing is a&#xa0;key determinant of instructional quality, relationships, and sustainable school development. This study aimed to evaluate PERMA.school, a&#xa0;5-week digital micro-intervention aimed at strengthening teacher wellbeing based on the PERMA model and positive education.</p> Study design and methods <p>Using a&#xa0;one-group pre–post design, <i>N</i> = 65&#xa0;teachers completed weekly, approximately 45-minute learning modules on positive emotions, engagement, relationships, meaning, and accomplishment. Wellbeing was assessed before and after the intervention with the German version of the PERMA-Profiler. Data were analyzed using paired t‑tests and analyses of variance (ANOVAs) for subgroup comparisons according to age and school type.</p> Results <p>The results indicated a&#xa0;significant increase in overall PERMA wellbeing (<i>p</i> &lt; 0.05), with small to medium effect sizes. The largest gains occurred in positive emotions, meaning, and health, while relationships, engagement, and accomplishment showed moderate improvements. No significant differences emerged between age groups or school types.</p> Conclusion <p>PERMA.school appears to be a&#xa0;practical, time-efficient approach to promoting teacher wellbeing and initiating wellbeing-oriented school development. Future research should employ randomized controlled designs, follow-up assessments, and mixed-methods approaches to clarify mechanisms of change and long-term sustainability.</p>

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Förderung des Wohlbefindens von Lehrkräften – Evaluation der 5-wöchigen digitalen Intervention PERMA.school

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月9日

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  • Ulrike Lichtinger

摘要

Background and objective

Teachers in Germany face high emotional and organizational demands that increase the risk of stress, exhaustion, and impaired mental health. At the same time, teacher wellbeing is a key determinant of instructional quality, relationships, and sustainable school development. This study aimed to evaluate PERMA.school, a 5-week digital micro-intervention aimed at strengthening teacher wellbeing based on the PERMA model and positive education.

Study design and methods

Using a one-group pre–post design, N = 65 teachers completed weekly, approximately 45-minute learning modules on positive emotions, engagement, relationships, meaning, and accomplishment. Wellbeing was assessed before and after the intervention with the German version of the PERMA-Profiler. Data were analyzed using paired t‑tests and analyses of variance (ANOVAs) for subgroup comparisons according to age and school type.

Results

The results indicated a significant increase in overall PERMA wellbeing (p < 0.05), with small to medium effect sizes. The largest gains occurred in positive emotions, meaning, and health, while relationships, engagement, and accomplishment showed moderate improvements. No significant differences emerged between age groups or school types.

Conclusion

PERMA.school appears to be a practical, time-efficient approach to promoting teacher wellbeing and initiating wellbeing-oriented school development. Future research should employ randomized controlled designs, follow-up assessments, and mixed-methods approaches to clarify mechanisms of change and long-term sustainability.