INTERACTION EFFECT OF THE POSITIVE EDUCATION PROGRAMME AND SOCIO- ECONOMIC STATUS ON THE ACADEMIC RESILIENCE, PSYCHOLOGICAL WELL- BEING AND SELF- EFFICACY OF PRE-SERVICE TEACHERS

Happiness and well- being are primary pursuits of man. Yet happiness is difficult to find as people in today’s time live a stressful life. Positive education is an approach to education that development of well- being skills and character development along with academic learning. People who facilitate academic learning are teachers. Teachers of current times play a multifaceted role. As a result she ends up giving much more from her reservoir that she feels exhausted and burned out. Therefore efforts need to be made to build their capacities that they can take charge of their own well- being. This study intends to study the interacting effect of positive education programme and socio- economic status on academic resilience, psychological well- being and self- efficacy of pre- service teachers. The positive education intervention programme of 30 hours was developed for this purpose. The participants included in the study were 46 and 48 preservice teachers in the control and experimental group respectively. The results show that there is a significant interactive effect of positive education programme and SES on psychological well-being of pre-service teachers. However the positive education programme has found to be uniformly effective in enhancing the academic resilience and teacher self- efficacy of pre-service teachers regardless of their SES background