In the field of education, it is widely recognised that positive psychology interventions have significant positive effects on both educators and students (Allen et al., 2022). Specifically for teachers, these interventions target the development of key psychological resources, including hope (Snyder, 2000), optimism (Seligman, 2011), self-efficacy (Bandura, 1997), and resilience (Masten, 2001). These four constructs were conceptually integrated by Luthans (2007) under the framework of Psychological Capital (PsyCap), a higher-order core construct characterised as being state-like. This means PsyCap is not a fixed personality trait but is instead measurable, open to development within a limited time, and demonstrably linked to enhanced personal well-being and improved work performance. For teachers, investing in this personal potential has been directly correlated with higher teaching quality and a greater capacity to motivate students (Vink et al., 2011).
Building on this evidence, a series of PsyCap training interventions have been implemented within initial and continuing teacher training programs in the Canton of Ticino, Switzerland. This particular contribution will present a study focused on comparing the efficacy of different training formats. The primary variable distinguishing the courses is the deliberate balance between individual reflection time and collaborative group work. To evaluate the impact, a standardized questionnaire assessing the four PsyCap constructs will be administered in a pre-test/post-test design. The subsequent quantitative analysis of these results will be systematically supplemented by qualitative data gathered from participant feedback. This mixed-methods approach aims to provide a comprehensive understanding of both the outcomes and the experiential process of the training, offering valuable insights for optimizing future professional development initiatives for educators.