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

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, pre...

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Published in:International journal of environmental research and public health 2020-11, Vol.17 (22), p.8633
Main Authors: Pozo-Rico, Teresa, Gilar-Corbí, Raquel, Izquierdo, Andrea, Castejón, Juan-Luis
Format: Article
Language:English
Subjects:
Adult
Burnout
Classrooms
Coronaviruses
COVID-19
Emotional Intelligence
Female
Humans
Male
Occupational stress
Occupational Stress - prevention & control
Pandemics
Random Allocation
School Teachers
Schools
Teacher Training
Teachers
Teaching
Training
Variance analysis
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Summary: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.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph17228633