Teaching is an emotionally demanding profession, requiring educators to manage their own emotions while responding to those of others. Challenges in classroom management, relationships with students, parents, colleagues, and administrators, combined with high workload and role expectations, often lead to stress that can negatively affect teachers’ health, performance, and retention. Causes of teacher stress vary, influenced by work environment, personal characteristics, and coping strategies. Prolonged stress may result in burnout and early career attrition, a trend seen worldwide.

Positive Psychology offers a proactive approach to teacher well-being by fostering positive traits, resilience, and overall effectiveness. The PERMA framework—Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—provides a holistic lens for sustaining teacher happiness and performance. Although many school well-being initiatives focus on students, teachers’ needs and perspectives are often overlooked, limiting the long-term success of such programs.

This study investigates teacher well-being among Thai educators using Q methodology combined with a survey design to capture both in-depth perspectives and generalizable data. The findings will inform the development of Positive Psychology Interventions (PPIs) tailored to the Thai teaching context, aiming to reduce stress, enhance sustainable happiness, and provide evidence-based recommendations for educational policymakers.