Positive psychology focuses the study of factors that contribute to an individual's well-being, including positive traits or character strengths. Character strengths are defined as positive characteristics expressed through people's thoughts, emotions, and behaviour, and are the foundation of human character. The VIA classification of character strengths identifies six core virtues (wisdom and knowledge, courage, humanity, justice, temperance, transcendence) and 24 character strengths that fall under the core virtues. Previous research has demonstrated that students’ character strengths positively influence various aspects of their lives, including the quality of friendships, life satisfaction, academic achievement, life success, positive classroom behaviour, the quality of social relationships in school, and students' subjective well-being. Therefore, it is important that teachers recognize and systematically nurture the character strengths of their students. In this master’s thesis, we explored the types of student behaviour and actions in which primary education students (preservice teachers) identified character strengths in students during their teaching practicum. We also investigated the types of behaviour and actions in which primary school teachers (in-service teachers) identify and intentionally develop character strengths in their students. The study employed descriptive and causal non-experimental methods within a qualitative empirical approach. A purposive and convenient sampling strategy was used. We analysed the observation forms that first-year primary education students used to identify character strengths in the students they observed. We also conducted five interviews with primary school teachers teaching grades one through five.
The results of the study showed that the most frequently identified character strengths in students were of kindness, curiosity, creativity, teamwork, humor, perseverance, courage, and love. The least frequently identified character strengths were perspective, humility, prudence, self-regulation, hope, and spirituality. Statistically significant gender differences emerged: curiosity and humor were more often identified in boys, while love was more frequently recognized in girls. Primary school teachers also recognized some gender differences and some differences between younger and older students. All interviewed teachers identified creativity, perseverance, and teamwork as commonly observed character strengths of students. Both students and teachers identified a broader range of behaviours and actions associated with the more frequently identified character strengths. Teachers most actively supported the development of kindness, teamwork, gratitude, creativity, perseverance, and honesty—mainly through conversation, social games, role-playing, cooperative activities, and special project days. According to the participants, the most easily fostered character strengths in the classroom were kindness, teamwork, and creativity, while the most challenging to develop were critical thinking, self-regulation, love of learning, social and emotional intelligence, and appreciation of beauty and excellence. These findings provide valuable insight into how character strengths are expressed through student behaviour and how they can be intentionally and systematically developed in the primary school context.
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