Emotional intelligence developing training program’s impact on teachers’ psycho-emotional state

Roza Joffe-Luiniene,Artiomas Sabajevas,Alfonsas Vainoras,Violeta Gaveliene,Evelina Vainoriene,Aleksandr Miskelovic,Ruta Milisauskiene,Julita Piguleviciene

doi:10.21595/chs.2021.22327

Roza Joffe-Luiniene, Artiomas Sabajevas + Show 6 more

Open Access

https://doi.org/10.21595/chs.2021.22327

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Abstract

Teachers’ profession is widely described as a mentally challenging one, often leading to burnout. As emotional exhaustion is higher among representatives of this occupation in comparison to other highly emotionally challenging professions, it is important to help teachers gain necessary skills and tools in order to maintain good emotional and overall wellbeing, and effectively cope with daily stressors. The aim of the study described in this paper was to assess the impact of a 5-module emotional intelligence developing training program on teachers’ psycho-emotional health. Study sample consisted of 45 teachers, who took part in the study, filling in the research questionnaires before and after the completion of the designed training program. Participants were asked to subjectively rate their level of stress and other parameters, defining their subjective wellbeing. Results of the study revealed that after completing the training program, participants indicated a statistically significantly lower level of stress (p< 0.01). Also, participants’ subjective evaluation of the quality of their social relationships and their overall wellbeing was significantly higher (p< 0.01) after the training program completion.

Highlights

Interest in teachers’ health and wellbeing has been increasing over the past decades, mostly encouraged by a significant increase in sick leave, job quitting and burnouts among teachers across different countries [1]
Emotional exhaustion turned out to be higher among this profession representatives in comparison to other highly emotionally challenging occupations [3]
One of the significant factors, distinguishing teaching as a profession accompanied with high psycho-emotional stress is that teachers’ daily roles include a huge variety of different tasks and multifactorial demands [4]

Summary

Introduction

Interest in teachers’ health and wellbeing has been increasing over the past decades, mostly encouraged by a significant increase in sick leave, job quitting and burnouts among teachers across different countries [1]. One of the significant factors, distinguishing teaching as a profession accompanied with high psycho-emotional stress is that teachers’ daily roles include a huge variety of different tasks and multifactorial demands [4]. As teaching is a complex occupation, studies addressing teaching-related health and wellbeing outcomes require likewise complex attitude and multidimensional approaches and views. This is in accordance with a general perception of the concept of human health, which already back in 1946 was described by the World Health Organization as being an overall psychological and social wellbeing, and not merely the absence of illness [5]. Today it has become a common sense to include complex

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