WHO THRIVES IN TEACHER EDUCATION? A STUDY ON FLOURISHING ACROSS GENDER, SEMESTER, AND FACULTY

Abstract

Flourishing is a key indicator of the psychological wellbeing of student teachers, who play a crucial role in developing professionalism and resilience within the educational environment. This study aims to find out who thrives more in teacher education by examining differences in growth rates based on gender, semester, and faculty. A total of 354 student teachers from various education faculties in Indonesia participated in this study. Data were collected using the PERMA scale, which includes five elements: Positive Emotions, Engagement, Relationships, Meaning, and Achievement. MANOVA analysis revealed no significant differences based on semester; however, significant differences were found based on gender and faculty. These findings highlight the importance of wellbeing interventions at the micro level in the educational ecology system, namely the environment that has direct and routine interactions with students, such as lecturers, peers, and classroom learning dynamics. Emotional support from lecturers, active involvement in learning activities, and positive relationships with peers are crucial factors that contribute to students' thriving experiences. Therefore, strengthening literacy wellbeing in teacher education needs to focus on creating a supportive, relational, and strength-oriented learning climate.