The emotional well-being of teachers and school personnel: An experience sampling study
The present study addresses the concern for the well-being of teachers and school personnel by examining the efficacy of a multicomponent positive psychology intervention aimed at enhancing emotional well-being in the school environment. The study design comprised a clustered randomized controlled t...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2023-11-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/library/oar/handle/123456789/115833 |
| _version_ | 1797404309851209728 |
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| author | Pehr Jakobsson Åse Fagerlund Mari Laakso Monica Londen |
| author_facet | Pehr Jakobsson Åse Fagerlund Mari Laakso Monica Londen |
| author_sort | Pehr Jakobsson |
| collection | DOAJ |
| description | The present study addresses the concern for the well-being of teachers and school personnel by examining the efficacy of a multicomponent positive psychology intervention aimed at enhancing emotional well-being in the school environment. The study design comprised a clustered randomized controlled trial, targeting teachers and school personnel working in Finnish basic education. Data collection encompassed the utilization of both the Experience Sampling Method (ESM, n = 241) to assess state-like emotions and questionnaires (n = 245) to evaluate trait-like emotions. The results showed a post-intervention increase in state-like distinct emotions of interest and a trend towards increased engagement in the intervention group, and conversely, increased stress in the control group. Positive trait-like emotions increased in the intervention group post intervention. The intervention further resulted in decreased stress and loneliness amongst teachers and school personnel when in the company of students, and decreased stress while working. The results indicate that positive psychology interventions may be efficacious in enhancing teachers’ emotional well-being. Additionally, assessing both state- and trait-like emotions contributes to a broader understanding of this efficacy, whilst measuring teachers’ experienced emotions can increase ecological validity. |
| first_indexed | 2024-03-09T02:53:07Z |
| format | Article |
| id | doaj.art-653bdc0099eb41aab424bc7a99160a45 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-03-09T02:53:07Z |
| publishDate | 2023-11-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-653bdc0099eb41aab424bc7a99160a452023-12-05T08:34:45ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292023-11-011525470https://doi.org/10.56300/SEDD8938The emotional well-being of teachers and school personnel: An experience sampling studyPehr Jakobsson0Åse Fagerlund1Mari Laakso2Monica Londen3Folkhälsan Research Center, Helsinki, Finland; Faculty of Educational Sciences, University of Helsinki, FinlandFolkhälsan Research Center, Helsinki, Finland; Faculty of Medicine, University of Helsinki, FinlandFolkhälsan Research Center, Helsinki, Finland; Faculty of Medicine, University of Helsinki, FinlandFaculty of Educational Sciences, University of Helsinki, FinlandThe present study addresses the concern for the well-being of teachers and school personnel by examining the efficacy of a multicomponent positive psychology intervention aimed at enhancing emotional well-being in the school environment. The study design comprised a clustered randomized controlled trial, targeting teachers and school personnel working in Finnish basic education. Data collection encompassed the utilization of both the Experience Sampling Method (ESM, n = 241) to assess state-like emotions and questionnaires (n = 245) to evaluate trait-like emotions. The results showed a post-intervention increase in state-like distinct emotions of interest and a trend towards increased engagement in the intervention group, and conversely, increased stress in the control group. Positive trait-like emotions increased in the intervention group post intervention. The intervention further resulted in decreased stress and loneliness amongst teachers and school personnel when in the company of students, and decreased stress while working. The results indicate that positive psychology interventions may be efficacious in enhancing teachers’ emotional well-being. Additionally, assessing both state- and trait-like emotions contributes to a broader understanding of this efficacy, whilst measuring teachers’ experienced emotions can increase ecological validity.https://www.um.edu.mt/library/oar/handle/123456789/115833positive psychologyteacherspositive emotionsexperience sampling method. |
| spellingShingle | Pehr Jakobsson Åse Fagerlund Mari Laakso Monica Londen The emotional well-being of teachers and school personnel: An experience sampling study International Journal of Emotional Education positive psychology teachers positive emotions experience sampling method. |
| title | The emotional well-being of teachers and school personnel: An experience sampling study |
| title_full | The emotional well-being of teachers and school personnel: An experience sampling study |
| title_fullStr | The emotional well-being of teachers and school personnel: An experience sampling study |
| title_full_unstemmed | The emotional well-being of teachers and school personnel: An experience sampling study |
| title_short | The emotional well-being of teachers and school personnel: An experience sampling study |
| title_sort | emotional well being of teachers and school personnel an experience sampling study |
| topic | positive psychology teachers positive emotions experience sampling method. |
| url | https://www.um.edu.mt/library/oar/handle/123456789/115833 |
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