Risk takers: PDS partners developing and sustaining antifragile teachers DOI Creative Commons

Lianne Jones,

Rachelle Rogers,

Doug Rogers

et al.

School-University Partnerships, Journal Year: 2023, Volume and Issue: 16(2), P. 144 - 153

Published: Oct. 16, 2023

Purpose The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures thrive amidst uncertainty. To this end, the pilot study reported here aims examine mathematics educators’ initial reflections on what it means be a risk-taker in classroom, prevents them from engaging instructional risks would support their risk-taking. Design/methodology/approach utilized interviews with participants, including four pre-service teachers were enrolled at university seven in-service employed active PDS campuses within school district. Findings Preliminary findings suggest teacher beliefs concerning risk-taking, barriers such behaviors needed take risks. Results highlight role of school–university partnerships cultivating culture risk-taking through collaboration dialogue. Research limitations/implications These have important implications for universities partners engaged preparing an field that is unpredictable continually changing. Additional research should completed varying settings. Practical Originality/value Educators currently faced unprecedented landscape. Antifragile, adaptable innovative, thus better equipped enter challenging uncertain realities education.

Language: Английский

A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors DOI Open Access
Naureen Durrani, Zhadyra Makhmetova

Sustainability, Journal Year: 2025, Volume and Issue: 17(3), P. 900 - 900

Published: Jan. 23, 2025

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and sustainability of education system, especially during prolonged emergencies. This study contributes to field by empirically testing a conceptual model in emergency contexts, specifically addressing COVID-19 school closures with sample over 19,600 teachers from Kazakhstan through an online survey design. Utilising multidimensional socio-ecological framework considers individual, home, community, national factors, this identifies key predictors self-reported well-being. Individual-level explained 9.3% variation physical (F = 118, p < 0.001, R2 0.093) 4.5% psychological 72.2, 0.045). In contrast, school- home-level demonstrated greater explanatory power, accounting for 21.9% 128, 0.219) 15.5% 89.5, 0.155) well-being, respectively. Community-level 12.8% 191, 0.128) 10.2% 324, 0.102), while national-level accounted much smaller proportions: 0.67% 21.8, 0.0067) 1.4% 83.589, 0.014). These findings highlight significant home school, well community-level predictors, on suggesting interventions targeting these areas may be particularly effective supporting The reveal Kazakhstani reported poor they generally had more positive assessment their Vulnerable groups included women, older non-Kazakh those higher levels, Russian medium mixed-medium all whom lower Additional risk identified were lack student engagement, difficult relationships parents, directive leadership style, family conflicts, inadequate resources at school. Conversely, protective such autonomy, collegiality, networking opportunities, self-efficacy emerged contributors complex interplay between cultural subjective perceptions emphasises critical role both non-emergency underscoring urgent need targeted policies programmes sustainably support enhance holistically. approach will promote Sustainable Development Goal (SDG) 3 (well-being) ensure access equitable quality (SDG 4) learners, ultimately contributing overall resilience educational systems.

Language: Английский

Citations

1
Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis DOI Open Access
Evgenia Gkintoni, Constantinos Halkiopoulos, Ioannis Dimakos

et al.

Published: Dec. 15, 2023

The concept of Emotional Intelligence (EI) has gained prominence due to its substantial impact on a range life outcomes, including academic performance. present study aims examine the relationship between and accomplishment in context school environment. Analyzing students' emotional skills competencies makes it possible uncover potential intelligence predicting their achievement. Additionally, emphasizes importance integrating training within educational curriculum. Developing awareness, empathy, self-regulation, social can yield notable benefits, cultivating an environment more favorable learning. This systematic review examines children teachers by synthesizing several relevant research studies. encompasses comprehensive conducted from 2016 2023. A total 64 publications were examined this study, specifically chosen based relevance review's parameters. These articles sourced reputable databases, Scopus, PsycINFO, PubMed, WoS. revealed correlation five dimensions personality intelligence, creativity, resilience, framework, specific experimental programs about education. results mentioned above are great significance, as they demonstrate that is not solely non-essential skill but vital factor education provide significant perspectives for students, educators, politicians.

Language: Английский

Citations

12
Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress (PEERS) DOI Creative Commons
Arita W. Y. Chan,

TJ Leigh,

Bilun Naz Böke

et al.

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Feb. 14, 2025

ABSTRACT This study aimed to evaluate the effectiveness of a wellness programme for preservice teachers, Promoting Educational Excellence through Resilience Stress (PEERS) . The intervention group participants, who took part in 4‐week PEERS programme, and comparison participants were recruited online. A battery self‐report scales assessed various psychological constructs, including coping self‐efficacy, resilience, mental health, well‐being, mindfulness self‐compassion. Data collected at three time points: before (T1), immediately after completion (T2) 4 weeks (T3). Results suggested that reported significant improvements resilience nonjudging facet mindfulness. High satisfaction was also reported, with 96% rating overall as good or excellent. Therefore, results demonstrate positive impact on efficacy teachers Hong Kong.

Language: Английский

Citations

0
Programas de desarrollo de habilidades socioemocionales e inteligencia emocional en docentes de educación básica: una revisión sistemática DOI Creative Commons
E Hernández

Revista UNIMAR, Journal Year: 2025, Volume and Issue: 43(1), P. 75 - 98

Published: Jan. 14, 2025

El presente estudio corresponde a una revisión sistemática de la literatura, en cual se contempló un periodo comprendido entre 2019 y enero 2024, centrándose específicamente las intervenciones dirigidas promover habilidades socioemocionales e inteligencia emocional el profesorado educación básica. Por lo tanto, seleccionaron 25 artículos relevantes provenientes diversas bases datos. A parir revisión, encontró diversidad enfoques implementados los programas, todos ellos con impactos positivos diferentes aspectos. Además, observó efecto benéfico salud mental docentes, contribuyendo reducción del estrés, ansiedad, depresión agotamiento laboral. Estas promovieron mayor bienestar general personal docente, incluyendo mejora su calidad vida satisfacción trabajo. Se destaca importancia estas para desarrollo profesional docente ofrecen recomendaciones futuras investigaciones.

Citations

0
An exploratory statistical cusp catastrophe model for the prediction of the effect of special education teachers’ emotional intelligence on their burnout DOI Creative Commons

Αλέξανδρος-Σταμάτιος Αντωνίου,

Garyfalia Charitaki, Kyriaki Pavlidou

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 21, 2025

In the present research, relationship between emotional intelligence and burnout was investigated in a sample of Greek special education teachers. The cusp catastrophe model used for statistical analysis. Based on analysis, negatively correlated with burnout. Surprisingly, this negative reversed when increase level exceeded certain point. There seems to be fragile balance caring too much. Teachers who cannot regulate their sentimentality can overwhelmed by emotions become prone stress managed describe that phenomenon more satisfactorily than linear quadratic models tested. According other analysis results, factors such as mental resilience self-efficacy had Practical implications training self-focus wellbeing were discussed.

Language: Английский

Citations

0
A framework for teaching Blockchain in management studies and economics DOI
Piotr Gutowski, Monika Klein, Joanna Markiewicz

et al.

Higher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

Language: Английский

Citations

0
Understanding Teacher Resilience: Keys to Well-Being and Performance in Chilean Elementary Education DOI Creative Commons
Sonia Salvo, Pilar Cisternas-Salcedo, Karina Polanco-Levicán

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 292 - 292

Published: March 2, 2025

Teachers’ ability to manage stress and daily challenges is crucial their professional development well-being. By examining how Chilean elementary school teachers perceive the growth in resilient behavior, this study seeks determine predominant factors that foster resilience these individuals. Sixty-three public participated semi-structured interviews as part of a qualitative analysis employing deductive inductive coding. The results show teacher built through complex interaction between personal, professional, contextual factors. Among most important are self-care, psychosocial support, an institutional environment facilitates teachers’ emotional Relationships with students families also support resilience, creating atmosphere trust collaboration classroom. highlights strengthening not only improves teaching experience but has positive impact on students’ well-being academic performance. Integrating self-care strategies, networks, family alliances training education policies essential developing healthy sustainable environments. concludes by emphasizing importance specific programs give effective tools adversity better. Although limited Chile, invites future research expands other levels cultural settings, offering more comprehensive view education.

Language: Английский

Citations

0
Effectiveness of a Training Program on the Psychological Well-Being and Self-Efficacy of Active Teachers, Controlling for Gender and Experience DOI Creative Commons
Andrea Izquierdo, Teresa Pozo-Rico, Cristina Pérez Pérez

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 382 - 382

Published: March 19, 2025

Psychological well-being and teacher self-efficacy are essential dimensions for ensuring effective educational performance high-quality teaching. Fostering these competencies in educators is key to addressing the challenges associated with current system. This study evaluated effectiveness of a training program designed enhance two teachers, taking gender years experience as covariates. The sample included 143 primary school teachers from Alicante (Spain), an average age 42.4 mean 14.14 professional experience. Of participants, 58.3% were women 41.7% men. was measured using Ryff’s scale, while assessed Skaalvik Skaalvik’s scale. Using experimental design control groups, along pre-test post-test evaluations, program’s effects analyzed through general linear model repeated measures. Results showed significant improvements psychological group. Although teaching proved be covariate, controlling this effect. These findings highlight feasibility designing interventions strengthen teachers’ competencies.

Language: Английский

Citations

0
Emotional intelligence and innovative teaching behavior of pre-service music teachers: the chain mediating effects of psychological empowerment and career commitment DOI Creative Commons
Xin Jiang, Yanli Tong

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 22, 2025

This study explores the chain mediating effects of psychological empowerment and career commitment in relationship between emotional intelligence innovative teaching behaviors among pre-service music teachers. A total 458 teachers (M age = 22.56, SD 1.97, 26.42% male, 73.58% female) participated an empirical survey, employing Emotional Intelligence Scale, Psychological Empowerment Career Commitment Innovative Teaching Behavior Scale. Data analysis was conducted using structural equation modeling (SEM) with SPSS 26.0 AMOS 24.0 to test proposed mediation effects. The results revealed significant positive relationships intelligence, empowerment, commitment, behaviors. Mediation demonstrated that influences through sequential commitment. These findings highlight critical roles fostering offers evidence enhance capacities provides valuable implications for educational practice.

Language: Английский

Citations

0
Modeling the Effects of Teacher Resilience and Self-Efficacy on Prosocialness: Implications for Sustainable Education DOI Open Access
Manuel Mieres-Chacaltana, Sonia Salvo, Sergio Domínguez‐Lara

et al.

Sustainability, Journal Year: 2025, Volume and Issue: 17(9), P. 3874 - 3874

Published: April 25, 2025

Education is essential for sustainable development. However, the social and emotional dimensions of learning—fundamental building resilience fostering prosocial behavior—are often overlooked. This study aims to examine direct indirect effects teacher on behavior feelings, mediated by self-efficacy beliefs, in a sample Chilean elementary school teachers (N = 1426; average age 41.5; 77.3% women). The proposed model fit data well (χ2 7337.051, CFI 0.956, TLI 0.954, RMSEA 0.054, SRMR 0.051). Results showed that, as modeled, had significant positive prosocialness, self-efficacy. These findings suggest that strengthening key strategy advancing socioemotional competencies inclusive, collaborative, educational environments aligned with goals Sustainable Development.

Language: Английский

Citations

0