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Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Author

Listed:
  • Teresa Pozo-Rico

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

  • Raquel Gilar-Corbí

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

  • Andrea Izquierdo

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

  • Juan-Luis Castejón

    (Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

Abstract

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

Suggested Citation

  • Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8633-:d:448463
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    References listed on IDEAS

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    2. Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    3. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    4. Bekolo Ngoa Celestin & Tchouchu Emmanuel & Ekoto Eugene Christian & Surapong Ngamsom & Kouame Dangui Dorcas & Agyemang Rama, 2022. "Psychometric Properties (Measurement Invariance and Latent Mean Difference across Gender) of the Learning Transfer Inventory System (LTIS) to Assess Thai Teachers’ Learning Transfer of COVID-19 Preven," IJERPH, MDPI, vol. 19(15), pages 1-16, August.
    5. Tzofnat Zadok-Gurman & Ronit Jakobovich & Eti Dvash & Keren Zafrani & Benjamin Rolnik & Ariel B. Ganz & Shahar Lev-Ari, 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(7), pages 1-14, April.

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