https://mail.journalppw.com/index.php/jpsp <div class="row"> <div class="col-sm-2"><img style="max-width: 100%; height: auto;" src="http://journalppw.com/public/site/images/admin_ojs_one/jpps.png" alt="" width="214" height="303" /></div> <div class="col-sm-2 currentIssueInfoAuthor"> <p><strong>Journal Information</strong></p> <p><strong>ISSN:</strong> 2717-7564<br /><strong>Frequency:</strong> Monthly<br /><strong>Indexing: </strong><em class=""> Scopus , EBSCO<br /></em></p> </div> <div class="col-sm-8"> <div class="jrnl_sum"> <div class="jrnl_txt"> <h2 style="font-weight: 600;">Journal of Positive School Psychology (JPSP)</h2> <div style="text-align: justify;"><strong><em>ISSN:</em> 2717-7564 (Online)</strong><br /><em>Publication Frequency:</em> Monthly. <p style="text-align: justify;">Journal of Positive School Psychology (ISSN 2717-7564) published now by ASR Research India is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published twelve times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The journal encompasses a full range of methodologies and orientations that include educational, cognitive, social, behavioral, preventive, cross-cultural, and developmental perspectives. The JPSP publishes research regarding the education of populations across the life span.</p> </div> </div> </div> </div> </div> ASR Research Center India en-US Journal of Positive School Psychology 2717-7564 https://mail.journalppw.com/index.php/jpsp/article/view/19106 <p>Teacher well-being and occupational endurance receive significant media attention and are widely discussed within professional communities in Finland. Teachers experiencing burnout is a societally concerning phenomenon. How could teacher well-being be improved?</p> <p>Strength-based pedagogy has come strongly to the fore in the field of education and teaching. The core curriculum for basic education in Finland requires the utilization of strengths as part of teaching. Highlighting and utilizing strengths enables every student to experience their own uniqueness. A positive and strength-based atmosphere also helps teachers to endure better in their work and helps them discover their own strengths as well.</p> <p>This study investigated the experiences and observations of special education teachers regarding the use of strength-based pedagogy in teaching, using a phenomenographic research approach. The results showed that the use of strengths supports not only student development but also teacher’s professional well-being using it, the development of professional skills, and creates a positive attraction towards the work.</p> <p>The study examined the effects of using strength-based pedagogy on the professional well-being of special education teachers. The special education teachers experienced increased work motivation, strengthened professional self-esteem, and reduced workload. Additionally, the importance of collegial support emerged. The special education teachers emphasized the significance of support from the work community, as a teacher's work is strongly contextual and takes place within the school community.</p> <p>A teacher's professional development is a continuous process during which the teacher's personality and identity develop. The special education teachers interviewed for the study had chosen strength-emphasizing teaching of their own volition and felt it had changed their entire way of thinking and acting as a teacher. This change in mindset positively affected their own professional well-being and provided new tools for challenging situations.</p> Tuija Salminen, Jenni Pasi, Minna Saarinen, Rauno Huttunen Copyright (c) 2026 2026-01-10 2026-01-10 1 8