Coping strategies during faculty transitions: lessons learned from teaching an introductory happiness, positivity, and wellbeing course

Author First name, Last name, Institution

Jobila Sy, American University of Antigua
Lani San Antonio, Zayed University

Document Type

Article

Source of Publication

International Journal for Academic Development

Publication Date

1-1-2025

Abstract

Faculty transitions often challenge one’s mental health, wellbeing, and identity. Using Schlossberg’s theoretical framework, this phenomenological study sought to examine transition experiences of faculty during the implementation of an interdisciplinary course focused on happiness, positivity, and wellbeing and how it can inform faculty development. Data collected from 15 participants found benefits of incorporating elements of PERMA - Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment into faculty work. Furthermore, training and professional learning opportunities should integrate wellbeing and positive psychology activities that address the various stages of transition to better identify support and time needed to give faculty the space to flourish.

DOI Link

10.1080/1360144x.2025.2460500

ISSN

1360-144X

Publisher

Informa UK Limited

Disciplines

Education

Keywords

Faculty development, PERMA, transition theory, wellbeing

Scopus ID

85218092810

Recommended Citation

Sy, Jobila and San Antonio, Lani, "Coping strategies during faculty transitions: lessons learned from teaching an introductory happiness, positivity, and wellbeing course" (2025). All Works. 7111.
https://zuscholars.zu.ac.ae/works/7111

Indexed in Scopus

yes

Open Access

no