Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
David G. Title, Ed.D.
2nd Reader
Katie Cunningham, Ed.D.
3rd Reader
Jacob Greenwood, Ed.D.
Abstract
Teacher well-being is an increasingly urgent concern, particularly in shortage-area subjects such as World Languages. This study examined whether a structured gratitude intervention could support the well-being and resilience of World Language teachers. Using a convergent mixed-methods design, the study collected quantitative and qualitative data from participants who completed weekly gratitude journaling across four themes: Acknowledgment, Attention, Appreciation, and Action. Quantitative findings revealed a positive trend on the Gratitude Questionnaire, with results approaching statistical significance, suggesting a meaningful improvement in participants’ positive emotions. Qualitative analysis indicated increased emotional awareness, more intentional self-care practices, and greater reflection on supportive relationships in both professional and personal contexts. Participants overwhelmingly reported that the intervention was worthwhile and beneficial for refocusing attention on positive aspects of teaching. Overall, the findings suggest that brief gratitude-based reflective practices may offer a promising, accessible support for teacher well-being. This study highlights the potential value of embedding reflective practices within professional learning structures and identifies opportunities for future research on their long-term impact.
Recommended Citation
Magrath Power, A. (2026). Cultivating positive emotion through gratitude: A mixed-methods study of world language teachers [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/82/
Creative Commons License
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Comments
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.