Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences

Abstract

This study demonstrated that the Exemplary Teaching intervention offered to Pakistan’s school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10775-021-09502-2.

Personal growth initiative moderates the mediating effect of COVID-19 preventive behaviors between fear of COVID-19 and satisfaction with life

“…We recommend the following topics for advancing personal growth among university students: developing proactivity and career adaptability, becoming a better version of oneself, discovering the winning track, developing a positive mindset for greater inner strength, fostering greater self-knowledge, enhancing happiness based on positive thought, furthering the X-Factor, finding meaning in life, cultivating hope and optimism, nurturing PERMA-oriented well-being, and mastering the art-of-living (cf. Green, 2020b , 2021a , 2021b , 2021c , 2021d ; Green et al, 2015a , 2015b , 2015c , 2015d , 2020b , 2021a , 2022 ; Lang & Schmitz, 2016 ; Yıldırım et al, 2021 ).…”

“…Previous studies have also advocated the suitability of this blended learning approach for increasing the effectiveness of teaching and learning as well as ensuring the safety of all concerned during the pandemic (cf. Green, 2021a , 2022 ; Bao, 2020 ). Furthermore, the emotionalized learning experiences format may be used to make blended learning more permanent, engaging, and gratifying as well as motivate learners to apply the lessons learned to their unique contexts (cf.…”

“…Furthermore, the emotionalized learning experiences format may be used to make blended learning more permanent, engaging, and gratifying as well as motivate learners to apply the lessons learned to their unique contexts (cf. Green, 2019a , 2021a ; Green & Batool, 2017 ; Green et al, 2022 ).…”

Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study

“…Education administrators may organize online motivational sessions for faculty members highlighting the role of exemplary teaching (cf. Green, 2021a) in enriching students' online learning experiences. These sessions may permit faculty members to reflect on their online teaching methodology to identify, share, and adapt strategies for addressing students' academic anxiety and nurturing their academic self-efficacy.…”

A theoretical review on the interplay of EFL/ESL teachers' career adaptability, self-esteem, and social support

“…The construct has recently gained more scholarly attention in educational contexts given its impact on various aspects of teaching and learning (McIlveen et al, 2019;Green, 2021). Several studies examined numerous psycho-emotional and work-related variables such as satisfaction, motivation, emotional intelligence, optimism, hope, loyalty, and many more.…”