Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology

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

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	2023-07-13T16:35:11Z
dc.date.available	2023-07-13T16:35:11Z
dc.date.issued	2023	es
dc.identifier.issn	2071-1050	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/1410
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.publisher	MDPI	es
dc.relation.ispartof	Sustainability, vol. 15, n°13, 9852	es
dc.rights	Abierto	es
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/
dc.title	Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology	es
dc.type	Artículo	es
dc.contributor.filiacion	García-Álvarez, 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.identifier.doi	https://doi.org/10.3390/su15139852	es
dc.type.version	Publicada	es
dc.description.abstractenglish	The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.	es
dc.subject.keyword	Well-being	es
dc.subject.keyword	Positive psychology	es
dc.subject.keyword	Teacher professional development	es
dc.subject.keyword	Character education	es

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