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      Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies


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          This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers’ mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies.

          Participants and Methods

          An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women).


          The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training.


          More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom – key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

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          Most cited references91

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          Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC).

          Resilience may be viewed as a measure of stress coping ability and, as such, could be an important target of treatment in anxiety, depression, and stress reactions. We describe a new rating scale to assess resilience. The Connor-Davidson Resilience scale (CD-RISC) comprises of 25 items, each rated on a 5-point scale (0-4), with higher scores reflecting greater resilience. The scale was administered to subjects in the following groups: community sample, primary care outpatients, general psychiatric outpatients, clinical trial of generalized anxiety disorder, and two clinical trials of PTSD. The reliability, validity, and factor analytic structure of the scale were evaluated, and reference scores for study samples were calculated. Sensitivity to treatment effects was examined in subjects from the PTSD clinical trials. The scale demonstrated good psychometric properties and factor analysis yielded five factors. A repeated measures ANOVA showed that an increase in CD-RISC score was associated with greater improvement during treatment. Improvement in CD-RISC score was noted in proportion to overall clinical global improvement, with greatest increase noted in subjects with the highest global improvement and deterioration in CD-RISC score in those with minimal or no global improvement. The CD-RISC has sound psychometric properties and distinguishes between those with greater and lesser resilience. The scale demonstrates that resilience is modifiable and can improve with treatment, with greater improvement corresponding to higher levels of global improvement. Copyright 2003 Wiley-Liss, Inc.
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            The brief resilience scale: assessing the ability to bounce back.

            While resilience has been defined as resistance to illness, adaptation, and thriving, the ability to bounce back or recover from stress is closest to its original meaning. Previous resilience measures assess resources that may promote resilience rather than recovery, resistance, adaptation, or thriving. To test a new brief resilience scale. The brief resilience scale (BRS) was created to assess the ability to bounce back or recover from stress. Its psychometric characteristics were examined in four samples, including two student samples and samples with cardiac and chronic pain patients. The BRS was reliable and measured as a unitary construct. It was predictably related to personal characteristics, social relations, coping, and health in all samples. It was negatively related to anxiety, depression, negative affect, and physical symptoms when other resilience measures and optimism, social support, and Type D personality (high negative affect and high social inhibition) were controlled. There were large differences in BRS scores between cardiac patients with and without Type D and women with and without fibromyalgia. The BRS is a reliable means of assessing resilience as the ability to bounce back or recover from stress and may provide unique and important information about people coping with health-related stressors.
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              The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

              This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

                Author and article information

                Psychol Res Behav Manag
                Psychol Res Behav Manag
                Psychology Research and Behavior Management
                05 January 2023
                : 16
                : 1-18
                [1 ]Department of Developmental Psychology and Didactics, University of Alicante , Alicante, 03080, Spain
                Author notes
                Correspondence: Teresa Pozo-Rico, University of Alicante, Department of Developmental Psychology and Didactics , Carretera de San Vicente del Raspeig, s/n, Alicante, 03080, Spain, Tel +34 690 954 264, Fax +34 96 590 3464, Email teresa.pozo@ua.es
                Author information
                © 2023 Pozo-Rico et al.

                This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License ( http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms ( https://www.dovepress.com/terms.php).

                : 02 August 2022
                : 11 November 2022
                Page count
                Figures: 6, Tables: 3, References: 91, Pages: 18
                Funded by: MCIN/ AEI / 10.13039/501100011033 / FEDER, UE (Project Ref. PID2021-125279OB-I00);
                This research was funded by MCIN/ AEI / 10.13039/501100011033 / FEDER, UE (Project Ref. PID2021-125279OB-I00). In addition, we were supported by the Department of Innovation, Universities, Science and Digital Society within the framework of the Program for the promotion of scientific research, technological development and innovation in the Valencian Community (Reference GV / 2021/153) and by the Own Program of the Vice-Rector’s Office for Research of the University of Alicante for the Promotion of R + D + I (Reference GRE20-22-A).
                Original Research

                Clinical Psychology & Psychiatry
                teacher education programs,emotional resilience,teacher well-being,stress management,teacher empowerment


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