The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than teachers who survive. Based on theories on strengths use we propose that strengths interventions which help teachers to identify, use, and develop their strengths can enhance their thriving (vitality and learning) which enables them to perform better. In addition, based on the socioemotional selective theory we propose that strengths interventions are especially beneficial for older teachers because it fits their goals and skills. We conducted a quasi-experimental study, in which 152 teachers and their team leaders participated in a strengths intervention. Longitudinal survey data indicated that the strengths intervention contributed to older teachers’ (≥ 46 years old) vitality, which in turn, contributed to their performance. No significant effects were found for younger teachers. We discuss the implications of our study for older teachers.

教师职业的特点是要求高，茁壮成长的教师比幸存下来的教师更能驾驭苛刻的环境。基于优势使用理论，我们提出帮助教师识别、使用和发展其优势的优势干预措施可以增强他们的活力（活力和学习），从而使他们能够表现得更好。此外，基于社会情感选择理论，我们提出优势干预对年长教师特别有益，因为它符合他们的目标和技能。我们进行了一项准实验研究，其中 152 名教师及其团队负责人参与了优势干预。纵向调查数据表明，优势干预促进了老年教师（≥46岁）的活力，反过来，为他们的表现做出了贡献。未发现年轻教师有显着影响。我们讨论了我们的研究对年长教师的影响。