Abstract
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.
Highlights
This research aimed to demonstrate the efficacy of a teacher training program intended to support primary school teachers in four key areas: (1) coping with stress, (2) preventing burnout, (3) improving their information and communications technology (ICT) competency, and (4) introducing emotional intelligence (EI) in the classroom
The results showed no significant differences between the two groups in any of the variables before the teacher training program (Table 2)
The experimental group in this study demonstrated increased levels of perceived competency and perceived ability to deal with psychosocial labor risks and workplace stress as a result of the heavy and increasing technological demands imposed by COVID-19
Summary
This research aimed to demonstrate the efficacy of a teacher training program intended to support primary school teachers in four key areas: (1) coping with stress, (2) preventing burnout, (3) improving their information and communications technology (ICT) competency, and (4) introducing emotional intelligence (EI) in the classroom. Coronavirus disease 2019 (COVID-19) is having a clear impact on the educational setting of primary school; practical teaching strategies and methodologies are required to face and overcome this new threat to health, social development, and education. Practical and applied research on training programs to improve teacher well-being and efficacy is still needed, in light of the extreme challenges posed by the COVID-19 crisis. Even if teachers do receive training in educational methodologies to manage stress, classroom-level implementation can remain low [16,17]
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