Preschool teachers significantly influence the group of children they lead through their example and behaviour. For the children in the group, teachers serve as crucial role models, and the preschool environment, alongside the family, represents the most important socialization setting. The positive behaviours and examples set by preschool teachers are influenced by their positive traits, which commonly include kindness, empathy, diligence, communicativeness, positivity, persistence, reliability, and curiosity. These positive traits align with the character strengths from the VIA classification of character strengths developed by Peterson and Seligman, who aimed to create a list of empirically defined positive traits to facilitate their scientific study. By definition, character strengths are positive qualities that are valued in society and are desired to be developed both in oneself and in others. Peterson and Seligman identified 24 character strengths categorized under 6 virtues. Both the character strengths and personality traits of preschool teachers impact the quality of work, life satisfaction, and reduce the negative effects of stress. For educators, self-awareness of character strengths is important as it sets an example for children in self-awareness and in character strengths’ development. Additionally, well-being and job satisfaction of educators contribute significantly to creating a pleasant atmosphere in the group and a stimulating environment where children can develop optimally. The main objective of this study was to examine the relationship between character strengths and positive traits and to analyse the awareness of preschool teachers and preschool teachers’ assistants regarding their positive traits. In the empirical part of the study, we explored how many positive traits preschool teachers and preschool teachers’ assistants recognize in themselves and whether this is influenced by their length of service and job position. We also examined how these positive traits align with the character strengths from the VIA classification, which character strengths respondents consider important for their work in kindergarten, and how they assess the importance of each character strength, including the potential impact of job position on this assessment. Data was collected through an electronic questionnaire. The final sample included 55 participants, comprising 33 preschool teachers, 18 preschool teacher assistants, and 5 preschool teachers employed in other positions. The results showed that preschool teachers and preschool teachers’ assistants have a good knowledge of their positive personality traits, as they in average listed six of them, and they, in average, rated the task of listing positive traits as easy. The listed positive traits were consistent with the character strengths from the VIA classification. Most positive traits could be thematically linked to the character strengths of teamwork, perseverance, and kindness. Participants rated teamwork, love, and honesty as the most important character strengths for pedagogical work in kindergarten. Respondents noticed the applicability of character strengths in various areas, particularly in cooperation with parents and colleagues and in fostering a positive climate in the group. The study showed that preschool teachers and preschool teachers’ assistants are aware of the importance of character strengths for quality work in kindergarten. Nevertheless, continuous awareness and encouragement in the development of character strengths among preschool teachers are necessary, as this can have positive effects on their well-being and well-being of children.
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