An exploration of the role of gratitude in enhancing teacher–student relationships

Howells, Kerry

doi:10.1016/j.tate.2014.04.004

Cited by 43 publications

(51 citation statements)

References 41 publications

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“…Turning to education research, Howells (2009Howells ( , 2013Howells ( , 2014aHowells ( , 2014b and Howells and Cummings (2012) have found that actiongratitude increases communication ease for pre-service teachers with other staff at the school, fosters positive student-teacher relationships, deepens the relationships of school leaders beyond the person to whom they are directly expressing gratitude, and creates gratitude in teachers towards the role that non-teaching staff play in a school.…”

Section: Gratitudementioning

confidence: 99%

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Waters

Stokes

2015

The Educational and Developmental Psychologist

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This qualitative study describes the effect of two gratitude interventions designed to trigger emotion-gratitude (gratitude diary) and action-gratitude (gratitude letter) in school leaders. Case study methodology was applied to analyse reflective journals of 27 school leaders. The gratitude diary served to foster a more balanced view of the positive and negative events that occur at school, to engage in more appreciative problem solving (with respect to their role as mediators), to see the value in relationships, and to experience positive emotions such as hope, happiness and optimism. However, the gratitude diary also triggered a frustration in school leaders who were dealing with the paradox of having to look for things to feel grateful for at school when their role required an emphasis on fixing problems. The gratitude letter prompted emotional catharsis, a desire to invest in professional relationships, greater use of gratitude in leadership roles, and sparked reciprocated gratitude from staff and students (as reported by the school leaders). On the downside, the gratitude letter created feelings of vulnerability and concern for the potential ill-ease that the letter might cause for the recipient. Gratitude was not only used during the 'good times' of leadership but was also drawn upon to deal effectively with the difficult aspects, such as conflict. The results suggest that both types of gratitude interventions have value for school leaders and that leaders need to mutually attend to the emotional element of gratitude and the action element of gratitude.

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Section: Gratitudementioning

confidence: 99%

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Waters

Stokes

2015

The Educational and Developmental Psychologist

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“…They are genetic factor, namely dopaminergic gene [20] and gender and race [6]. Other factors are related to the psychological factors of a person such as self-determination [21] and teacher's gratitude to the children [22]. The child's temperament is also considered to be an internal factor affecting the strength of the teacher-student relationship, although it does not rule out the teacher's own temperament [23] as well as the effortful control of the student [24].…”

Section: E Factors Which Are Determine High-low Of Teacherstudent Rementioning

confidence: 99%

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

Ansyah¹,

Hadi²,

Handoyo³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-The problems of teacher-student relation so far in Indonesia are still not considered. This article is a literature review which aim to describe teacher-student relationships in more depth. It relates to history, concept, measurements, internal or external influencing factors, and their impact on behavior or other psychological aspects. By analyzing 36 articles from from various sources, this literature review also addresses the urgencies of research on teacher-student relationship in Indonesia. The implications of this study are contribute to the implementation of teacher-student relationship research in Indonesia, the development of educational psychology, and on enhancing the student self-development programs in schools.

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“…Experiencing the emotion of gratitude: leads to high levels of positive affect, low levels of negative affect, and life satisfaction (Polak & McCullough, 2006); is associated with relationship formation and may play a significant role in building and maintaining relationships (Algoe & Haidt, 2009;Algoe, Haidt, & Gable, 2008;Gordon, Impett, Kogan, Oveis, & Keltner, 2012); is central to pro-social behaviour (Bartlett & DeSteno, 2006;Grant & Dutton, 2012;McCullough, Kilpatrick, Emmons, & Larson, 2001); creates an upstream reciprocity flowing from one individual to the next to influence the organisation (Chang, Lin, & Chen, 2012); is significantly correlated with job satisfaction (Waters, 2012); is incompatible with resentment (Roberts, 2004); and fosters resilience (Fredrickson, 2004). Acts of gratitude are related to: emotional catharsis, generating reciprocity and a "flow-on effect" of engaging in further grateful actions (Waters & Stokes, 2015); improved relationships, increased resilience, improved coping, decreased depression, and a general optimistic perspective (Howells & Cumming, 2012); and positive transformation (Howells, 2014). The outcomes of gratitude practice foster the antecedents of work engagement suggesting gratitude may be a pathway to work engagement.…”

Section: Work Engagementmentioning

confidence: 99%

A Proposed Pilot Study of a Gratitude Practice Program to Increase Gratitude Among Educators: The First Step Towards Exploring the Potential of Gratitude Practice to Increase Work Engagement and Buffer Against and Decrease Burnout

Wandell¹

2016

IJCYFS

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Burnout in educational settings is an international issue. Drawing on practitioner experience in Flexi schools for disenfranchised young people and the methods of positive psychology, this paper outlines a gratitude practice program (GPP) as a proposed intervention to address burnout within Flexi schools. The proposed intervention comprises a full-day workshop and 10 weekly group coaching sessions that aim to develop gratitude practice among teachers. The intention of the paper is to consider the GPP's capacity to increase gratitude and the potential benefit of the program to participants. This proposed pilot study will be delivered to 14 educators in a single school. A pretest-posttest, multi-method design of evaluation will be presented and discussed. The GPP's capacity to increase gratitude will be evaluated utilising a gratitude questionnaire. A focus group will be used to ascertain the benefit of the program. It is predicted that the GPP will increase gratitude and will be found beneficial by participants. The potential of the GPP to increase work engagement is discussed in terms of future studies. This proposed pilot study offers a practical intervention that can potentially address the real-world problem of burnout in alternative educational settings.

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An exploration of the role of gratitude in enhancing teacher–student relationships

Cited by 43 publications

References 41 publications

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

A Proposed Pilot Study of a Gratitude Practice Program to Increase Gratitude Among Educators: The First Step Towards Exploring the Potential of Gratitude Practice to Increase Work Engagement and Buffer Against and Decrease Burnout

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