Medición y comparación de la actitud docente hacia la salud mental en la escuela (Measurement and comparison of teacher attitude towards mental health in school)

Abstract


 El objetivo fue analizar la validez, confiabilidad e invarianza de la Escala de Actitud Docente hacia la Salud Mental en la Escuela, además de comparar sus dimensiones según características sociodemográficas. A nivel metodológico es un estudio instrumental, comparativo, transversal y no experimental integrado por 200 docentes. El instrumento reportó propiedades adecuadas, aunque mostró debilidades en la validez convergente y discriminante. Se hallaron diferencias a favor de las mujeres en las actitudes favorables, así como en los disgustos y expectativas; también a favor del personal docente de instituciones públicas en las actitudes favorables y desfavorables. La escala es apta para medir este constructo, pero debe profundizarse en su dimensionalidad.
 Abstract. The aim was to analyze the validity, reliability and invariance of the Teacher Attitude towards Mental Health in School Scale, in addition to compare its dimensions according to sociodemographic characteristics. At a methodological level, it’s an instrumental, comparative, cross-sectional and non-experimental study composed of 200 teachers from Maracaibo. The scale reported adequate properties, although it showed weaknesses in convergent and discriminant validity. Differences in favor of women were found in favorable attitudes and in dislikes and expectations; also in favor of public school teachers in favorable and unfavorable attitudes. The scale is suitable to measure this construct in Venezuelan teachers, but it must be deepened in its dimensionality.

Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

“…The improvement of personal resources and professional teacher training can account for the effectiveness of multicomponent intervention based on positive psychology applied to education. It is congruent with other experiences of intervention with teachers reported before the pandemic [49][50][51][52][53][54][55], as well as with interventions conducted during the COVID-19 pandemic with teachers [31,32,34,48], and even with other intervention studies conducted with the general population during COVID-19 [56][57][58]. The results also correlate with the effectiveness of multicomponent positive psychology-based interventions conducted in general or nonclinical populations [59][60][61][62], which report small to moderate magnitude effect sizes.…”

“…Participants reported increases in their positive work-related mental state expressed in energy, dedication, and enthusiasm in their professional activities [29,41]. Concerning the promotion of teachers' professional development, there are specific improvements in teachers' attitudes toward the promotion of mental health and well-being, as well as in teaching coordination and the management of educational resources in positive psychology applied to education [48].…”

“…Similarly, this research represents an advance in the line of studies of positive interventions in countries for non-Western, Educated, Industrialized, Rich and Democratic (WEIRD) contexts. It is an effort to apply positive psychology and education for the transformation of our societies in the midst of uncertainty, abrupt changes, crisis, and the expectations of educational recovery generated post COVID-19 [32,48,59].…”