Positive psychology applied to education in practicing teachers during the COVID-19 pandemic: personal resources, well-being, and teacher training

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

dc.rights.license	Atribución 4.0 Internacional	*
dc.contributor.author	García-Álvarez, Diego
dc.contributor.author	Soler, María José
dc.contributor.author	Cobo-Rendón, Rubia
dc.contributor.author	Hernández-Lalinde, Juan
dc.date.accessioned	2022-09-19T14:41:00Z
dc.date.available	2022-09-19T14:41:00Z
dc.date.issued	2022	es
dc.identifier.issn	2071-1050	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/1390
dc.format.extent	pp. 1-12	es
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.relation.ispartof	Sustainability, vol. 14, n°18, 11728	es
dc.rights	Abierto	es
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.title	Positive psychology applied to education in practicing teachers during the COVID-19 pandemic: personal resources, well-being, and teacher training	es
dc.type	Artículo	es
dc.contributor.filiacion	García-Álverz, Diego. Universidad de Montevideo, Uruguay	es
dc.contributor.filiacion	Soler, María José. Universidad de Montevideo, Uruguay	es
dc.contributor.filiacion	Cobo-Rendón, Rubia. Universidad del Desarrollo, Chile	es
dc.contributor.filiacion	Hernández-Lalinde, Juan. Universidad Simón Bolívar, Colombia	es
dc.identifier.doi	https://doi.org/10.3390/su141811728	es
dc.type.version	Publicada	es
dc.description.abstractenglish	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.	es
dc.subject.keyword	Positive psychological interventions	es
dc.subject.keyword	Teacher wellbeing	es
dc.subject.keyword	Self-efficacy	es
dc.subject.keyword	Psychological distress	es