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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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Listed:
  • Diego García-Álvarez

    (Departamento de Ciencias del Comportamiento, Universidad Metropolitana, Caracas 1073, Venezuela
    Centro de Estudios de Psicología, Universidad de Montevideo, Montevideo 11600, Uruguay
    Asociación Jóvenes Fuertes Uruguay, Montevideo 11500, Uruguay)

  • María José Soler

    (Centro de Estudios de Psicología, Universidad de Montevideo, Montevideo 11600, Uruguay
    Asociación Jóvenes Fuertes Uruguay, Montevideo 11500, Uruguay)

  • Rubia Cobo-Rendón

    (Facultad de Psicología, Universidad del Desarrollo, Concepción 4030000, Chile)

  • Juan Hernández-Lalinde

    (Facultad de Ciencias Básicas y Biomédicas, Universidad Simón Bolívar, Cúcuta 540001, Colombia)

Abstract

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.

Suggested Citation

  • Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2022. "Positive Psychology Applied to Education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training," Sustainability, MDPI, vol. 14(18), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11728-:d:918625
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    References listed on IDEAS

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    2. Inmaculada Méndez & Juan Pedro Martínez-Ramón & Cecilia Ruiz-Esteban & José Manuel García-Fernández, 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
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