Published 2022
“…The findings revealed the following: 1) in recent years there has been
increasing positive education implementation grounding in the recent international, national, local, and educational authority policies and initiatives. 2) absence of standardised local and school policy related to positive education implementation has led to the need for adaptability of positive education implementation across school. 3) there has been strong engagement of the internal school community (teachers, school leaders and students) with external school community (parents). 4) significant changes in the overall level DSWC indicators associated with social emotional wellbeing, life satisfaction, perseverance, feeling safe, and belonging to school. 5) insignificant changes associated with DSWC indicators associated with emotional regulation, happiness, optimism, academic self-concept, cognitive engagement, engagement (flow),
peer belonging and school climate. 6) PASS assessment factors show
increase in wellbeing, motivation and self-efficacy for regulation and decrease in academic self-efficacy. 7) significant
increase in emotional, social wellbeing and academic self-efficacy among students due to positive education implementation as perceived by teachers, parents, and students.…”
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