The theory of thriving at work concerns a psychological state of an individual, involving

aliveness and continued learning necessary for optimal performance and well-being. In

relation to elementary teachers, thriving is significant since it directly influences

enthusiasm, job satisfaction, and commitment to the teaching profession. The theory

suggests that personal and contextual enablers help predict teachers' thriving at work.

Important personal enablers are self-efficacy, optimism, and conscientiousness,

whereas the contextual factors are supportive leadership, autonomy, and positive work

environment. The variables can be taken as major predictors of thriving for elementary

teachers.

Personal enablers for the case of elementary teachers pertain to aspects such as self-

efficacy, which shapes teachers' belief in their ability to impact students' learning

positively. Optimism and conscientiousness contribute to the resiliency and devotion of

teachers toward their job, which suggests vitality and continued learning. Contextual

enablers, such as supportive leadership and autonomy regarding decisions, provide the

teachers with the resources and environment required for thriving. All these factors

combined will create a responsive setting for the elementary teachers to thrive in their

professional roles.

Predicting thriving at work for elementary teachers necessitates a proper understanding

of how personal and contextual enablers interact and affect their overall well-being and

job satisfaction. It is in recognizing and developing these enablers that schools and

other education institutes can provide support for the development of environments that

offer conditions needed for the fostering of teachers' enthusiasm, effective knowledge

acquisition, and commitment toward their profession. With a focus on personal

strengths, possibilities of growth, and enabling work environment, how elementary

school teachers can thrive for better job performance, job satisfaction, and well-being in

an educational setting.

The theory of thriving at work, particularly applied to elementary teachers, underlines

that personal and contextual enablers can predict teachers' thriving. With a view to

increasing personal strengths, a positive working environment, and opportunities for

professional development, schools are able to develop environments characterized by

vitality, constant learning, and a sense of job satisfaction. Understanding and

harnessing these enablers are important in encouraging thriving among elementary

teachers themselves for the benefit of the educators and the students they serve.

According to Yanjun et al. (2019), a paradox mindset is a key influence on innovative

work behavior and thriving of employees. This particular mindset, being paradoxical,

embraces tension and contradiction that is often linked with enhanced creativity and

problem-solving, and overall job performance. This will clear up how the paradox

mindset dictates innovative work behavior in elementary teachers, a critical aspect

within which one can predict thriving at work. According to this research, personal

enablers like self-efficacy, optimism, and conscientiousness go a long way in developing

well-being, job satisfaction, and commitment toward the teaching profession with

supportive leadership and autonomy.

One critical focus of the study was an in-depth analysis of how personal and contextual

enablers interrelated to predict thriving at work among elementary school teachers. As

indicated, personal characteristics like self-efficacy and optimism and contextual

features such as leadership support or autonomy are considered important in

developing an enabling environment for enhancing the professional growth, job

performance, and thriving of teachers. By identifying and supporting these specific

enablers, schools can build learning environments that assist teachers in maintaining

their enthusiasm, innovating, and continuously learning, hence enhancing well-being

and job satisfaction among practicing elementary educators.

From the comparison of the related studies on Thriving at Work and Prediction of

Elementary Teachers' Thriving, there have been different revealed standpoints from

which employees are enabled to thrive at or in their working places. While Thriving at

Work focuses on the role of a paradox mindset to drive innovation and problem-solving,

Prediction of Elementary Teachers' Thriving focuses on the enablers at both the person

and context levels that are features unique to teachers. The studies enlighten some

factors on psychology regarding well-being and working environments that make staff

thrive at work and, hence, the need to understand and promote well-being and job

performance in diverse professional contexts.

The study by Qamar et al. (2023), examine how high-performance work systems relate

to work happiness, career aspirations, and thriving in the case of basic education

teachers. This will contribute to the literature that shows the effect of High-Performance

Work Systems on employees' well-being and growth and will identify elements that

create a desirable work environment and satisfaction among workers. The study

investigates the links among career aspirations, thriving, and high-performance work

systems for elementary school teachers. This study reveals how those dimensions

become major drivers of job satisfaction, motivation, and human performance among

teachers.
Probably, the article gives a discussion on implications for career aspirations and

thriving to the context of teaching at an elementary level that normally low importance is

attached to by many educators, making it essential for professional growth and

satisfaction at work. This research is therefore emphasizing and impacting the need for

career goals to be in tandem with organizational objectives in creating a work

environment that is positive for employee engagement. By looking at career aspirations

and thriving, this research offers some instructions on how better to use high-

performance work systems to promote teachers' well-being for the ultimate goals of

improvement in job satisfaction, motivation, and performance in schools.

These articles collectively give focus to the factors that usually influence teachers' well-

being and performance within educational environments. While the first article

emphasizes the relationship between high-performance work systems, employee

happiness, and organizational growth by focusing on job satisfaction and career

aspirations, the second one tends to take a closer look at personal and contextual

enablers predicting teachers' thriving at work. Each of the contributions brings in

valuable insights into the complex interplay of factors that impact teacher well-being and

success. Their research addresses the necessity of understanding and promoting well-

being in educational settings from different standpoints.

The study by Brown et al. (2017), present a comprehensive review of the human

thriving construct, dimensions, debates, and associated theories. The literature review

probably represents a conceptual body for contextualizing factors that are likely to

contribute to predictions of thriving at work in elementary teachers, such as well-being,

growth, and success in teachers' professional roles. The article is likely to talk about
how it will operationalize, measure, and what the predictors are with a focus on

elementary educators, as it explores fine nuances conceptually in human thriving.

Drawing on prior studies, theoretical models on human thriving, and highlighting key

findings, the literature review by Brown et al. offers major themes that help to learn

more about thriving at work. For elementary teachers, it may portray how elements like

job satisfaction, career development opportunities, a supportive work environment, and

personal disposition impact teacher thriving. To that end, with prior research

synthesized, the review will be better placed to provide key insights into predictors of

thriving amongst elementary teachers and implications for the promotion of teacher

well-being and performance in schools.

The foundational material provided by Brown et al. has probably been instrumental in

exploring the predictors of thriving at work among elementary teachers. The theoretical

framework that loosely holds together the empirical insights into the variables

responsible for the well-being and success of teachers is well presented in the research

paper through conceptual debate and literature review. This research could provide

further studies and education practice with insight into how elementary school teachers

can flourish in their professional role and how supportive working conditions can be

created to assist teachers in their well-being and flourishing.