Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training

Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving...

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Autores:: García-Álvarez, Diego
Soler, María José
Cobo-Rendón, Rubia
Hernández-Lalinde, Juan

Tipo de recurso:

Fecha de publicación:: 2022

Institución:: Universidad Simón Bolívar

Repositorio:: Repositorio Digital USB

Idioma:: eng

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dc.title.eng.fl_str_mv	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
title	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
spellingShingle	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training Positive psychological interventions Teacher wellbeing Self-efficacy Self-esteem Psychological distress
title_short	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
title_full	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
title_fullStr	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
title_full_unstemmed	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
title_sort	Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
dc.creator.fl_str_mv	García-Álvarez, Diego Soler, María José Cobo-Rendón, Rubia Hernández-Lalinde, Juan
dc.contributor.author.none.fl_str_mv	García-Álvarez, Diego Soler, María José Cobo-Rendón, Rubia Hernández-Lalinde, Juan
dc.subject.eng.fl_str_mv	Positive psychological interventions Teacher wellbeing Self-efficacy Self-esteem Psychological distress
topic	Positive psychological interventions Teacher wellbeing Self-efficacy Self-esteem Psychological distress
description	Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating.
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-11-23T12:30:41Z
dc.date.available.none.fl_str_mv	2022-11-23T12:30:41Z
dc.date.issued.none.fl_str_mv	2022
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dc.type.spa.spa.fl_str_mv	Artículo científico
dc.identifier.issn.none.fl_str_mv	20711050
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12442/11463
dc.identifier.doi.none.fl_str_mv	https://doi.org/10.3390/su141811728
identifier_str_mv	20711050
url	https://hdl.handle.net/20.500.12442/11463 https://doi.org/10.3390/su141811728
dc.language.iso.eng.fl_str_mv	eng
language	eng
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dc.publisher.eng.fl_str_mv	MDPI
dc.source.eng.fl_str_mv	Sustainability Journal Vol. 14 Issue 18 (2022)
institution	Universidad Simón Bolívar
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spelling	García-Álvarez, Diego3dc06e90-c6dc-4829-a85e-ce64e19d53b7Soler, María José5cd4b83e-a3e6-41df-a0dd-23f304e3daabCobo-Rendón, Rubiaf66df284-d5ad-4042-a0ae-0247732ff809Hernández-Lalinde, Juan5842fe68-7639-4999-b807-d7cea1164b1c2022-11-23T12:30:41Z2022-11-23T12:30:41Z202220711050https://hdl.handle.net/20.500.12442/11463https://doi.org/10.3390/su141811728Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating.pdfengMDPIAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Sustainability JournalVol. 14 Issue 18 (2022)Positive psychological interventionsTeacher wellbeingSelf-efficacySelf-esteemPsychological distressPositive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Traininginfo:eu-repo/semantics/articleArtículo científicohttp://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Aðalsteinsson, R.I.; Frímannsdóttir, I.B.; Konráðsson, S. Teachers’ self-esteem and self-efficacy. Scand. J. Educ. Res. 2014, 58, 540–550.Daniela, L.; Visvizi, A.; Gutiérrez-Braojos, C.; Lytras, M. Sustainable higher education and technology-enhanced learning (TEL). Sustainability 2018, 10, 3883.Alonso-Martirena, Y. An Engagement-Based School Experience as a Premise of Wellbeing. In Proceedings of the 7th International Conference on Intercultural Education—Education, Health, and ICT—From a Transcultural Perspective (EDUHEM), Almeria, Spain, 15–17 June 2016.White, C.A.; Uttl, B.; Holder, M.D. Meta-analyses of positive psychology interventions: The effects are much smaller than previously reported. PLoS ONE 2019, 14, e0216588.Huta, V.; Waterman, A.S. Eudaimonia, and its distinction from hedonic: Developing a classification and terminology for understanding conceptual and operational definitions. J. Happiness Stud. 2014, 15, 1425–1456.Sheldon, K.M.; Corcoran, M.; Prentice, M. Pursuing eudaimonic functioning versus pursuing hedonic well-being: The first goal succeeds in its aim, whereas the second does not. J. Happiness Stud. 2019, 20, 919–933.Waterman, A.S. Reconsidering happiness: A eudaimonist’s perspective. J. Posit. Psychol. 2008, 3, 234–252.Martela, F.; Sheldon, K.M. Clarifying the concept of well-being: Psychological need satisfaction as the common core connecting eudaimonic and subjective well-being. Rev. Gen. Psychol. 2019, 23, 458–474.Ryff, C.D. Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychother. Psychosom. 2014, 83, 10–28. [Kun, A.; Gadanecz, P. Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers. Curr. Psychol. 2022, 41, 185–199.Turner, K.; Thielking, M.; Meyer, D. Teacher wellbeing, teaching practice and student learning. Issues Educ. Res. 2021, 31, 1293–1311.Peterson, C.S.; Martin, E.P. Character Strengths and Virtues: A Handbook and Classification; Oxford University Press: Oxford, UK, 2004; Volume 1.Seligman, M.E. Positive psychology, positive prevention, and positive therapy. Handb. Posit. Psychol. 2002, 2, 3–12.Peterson, C.; Ruch, W.; Beermann, U.; Park, N.; Seligman, M.E.P. Strengths of character, orientations to happiness, and life satisfaction. J. Posit. Psychol. 2007, 2, 149–156.Schutte, N.S.; Malouff, J.M. The impact of signature character strengths interventions: A meta-analysis. J. Happiness Stud. 2019, 20, 1179–1196.Dreer, B. Positive psychological interventions for teachers: A randomised placebo-controlled field experiment investigating the effects of workplace-related positive activities. Int. J. Appl. Posit. 2020, 5, 77–97.Ronaldson, A.; Poole, L.; Kidd, T.; Leigh, E.; Jahangiri, M.; Steptoe, A. Optimism measured pre-operatively is associated with reduced pain intensity and physical symptom reporting after coronary artery bypass graft surgery. J. Psychosom. Res. 2014, 77, 278–282.Scheier, M.F.; Carver, C.S. Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychol. 1985, 4, 219.Scheier, M.F.; Carver, C.S. Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychol. 1985, 4, 219.Avvenuti, G.; Baiardini, I.; Giardini, A. Optimism’s explicative role for chronic diseases. Front. Psychol. 2016, 7, 295.Craig, H.; Freak-Poli, R.; Phyo, A.Z.Z.; Ryan, J.; Gasevic, D. The association of optimism and pessimism and all-cause mortality: A systematic review. Pers. Individ. Differ. 2021, 177, 110788.Hinz, A.; Sander, C.; Glaesmer, H.; Brähler, E.; Zenger, M.; Hilbert, A.; Kocalevent, R.-D. Optimism and pessimism in the general population: Psychometric properties of the Life Orientation Test (LOT-R). Int. J. Clin. Health Psychol. 2017, 17, 161–170.enger, M.; Finck, C.; Zanon, C.; Jimenez, W.; Singer, S.; Hinz, A. Evaluation of the Latin American version of the Life orientation Test-Revised. Int. J. Clin. Health Psychol. 2013, 13, 243–252.McLennan, B.; McIlveen, P.; Perera, H.N. 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Positive Psychology applied to education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training

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