Aplicación de un programa para la mejora de la mentalidad de crecimiento, bienestar eudaimónico y bienestar multidimensional en el marco del desarrollo profesional docente

  1. García-Álvarez, Diego 1
  2. Soler, María José 2
  3. Cobo-Rendón, Rubia 3
  4. Manzano-Sánchez, David 4
  1. 1 Universidad Metropolitana, Caracas, Venezuela
  2. 2 Universidad de Montevideo, Uruguay
  3. 3 Universidad del Desarrollo, Concepción, Chile
  4. 4 Univesidad de Extremadura, Badajoz, España
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Journal:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Year of publication: 2023

Volume: 16

Issue: 34

Type: Article

DOI: 10.25115/ECP.V16I34.9550 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Espiral. Cuadernos del profesorado

Abstract

Currently, there is a burgeoning interest in enhancing teachers' professional development, as well as their well-being and personal resources. The purpose of this study was to assess the effectiveness of a multicomponent intervention grounded in positive psychology to boost growth mindset, eudaimonic well-being, and multidimensional well-being and to reinforce competencies associated with professional teacher training. The study enrolled 92 participants who were divided into an experimental group receiving "FODI" intervention and a control group (62% experimental & 38% control), with a mean age of 44.7 (SD=8.6) comprising 75 women and 17 men. The data were collected using a multiple-choice questionnaire assessing the study variables. The analysis of covariance indicates that the intervention significantly enhanced the scores of general and self-growth mindset, eudaimonic well-being, PERMA (including self-perceived health), and teacher training in participants, when compared to the control group. These improvements were statistically significant at p < 0.05. Interventions based on positive psychology may serve as effective tools for enhancing educational quality through teacher training, personal growth, and professional development.

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