The inner theatre of the educator: a job crafting intervention programme to foster meaning in life and positive psychological capital of educators

This paper explores the impact of the Reach Out Job Crafting Intervention Programme, a targeted intervention designed to foster meaning in life and positive psychological capital among education professionals in Malta. Framed within the concept of the educator’s inner theatre, the dynamic internal world of thoughts, emotions, and perceptions, the study responds to the gap between policy rhetoric on educator wellbeing and the daily challenges faced in educational settings. Using a mixed-methods approach, the research involved four stakeholder groups in the Maltese educational system: Education Policy Makers and Managers (n = 5), Heads of Schools (n = 5), Deputy Heads (n = 5), and practitioners (teachers, learning support educators, and youth workers, n = 5). Each group participated in a tailored 15 hour experiential programme grounded in the Job Demands-Resources and Job Crafting models. Quantitative data were collected using validated scales measuring self-efficacy, affect, wellbeing, resilience, and burnout, while qualitative insights were gathered through post-intervention focus groups. Results indicate significant positive shifts in participants’ psychological resources, which are the internal capacities that individuals draw upon to cope with challenges and maintain mental wellbeing, and perceived meaning, which is the subjective sense that one’s work is significant, purposeful, and aligned with personal values. This emphasises the role of job crafting as a proactive strategy for enhancing educator resilience and wellbeing. The findings advocate for institutionally embedded, role-sensitive interventions that empower educators to actively reshape their work experiences and sustain their professional vitality.