The study reported in this thesis aimed to generate theory, centred on educators' experiences, to explain the process of understanding and implementing Positive Education in a Singapore school setting and consequently to discern how schools can enhance current practice. This qualitative study, using a longitudinal case study methodology, and grounded theory analysis, investigated the perspectives of educators on the role of Positive Education, the implementation strategies used, and outcomes experienced. Empirical findings led to the development of five theoretical propositions which, together, reveal how the way schools conceptualise and implement Positive Education impact their practice.
|Award date||6 Nov 2018|
|Publication status||Unpublished - 2018|