Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

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.

Remote Practical Anatomy Classes: New Challenges and Directions for Tutors

“…Our study is also in line with another study that the interactive course keeping and design of practical classes depend on individual tutor's creativity (Pozo-Rico, Gilar-Corbí, Izquierdo, & Castejón, 2020). At the beginning of the pandemic period, the majority of tutors experimented and transformed the practical classes, according to their design of teaching.…”

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

“…A recent study assessed the efficacy of information and communications (ICT) technology training program on teacher’s stress and burnout levels during COVID-19 pandemic. The study that was conducted on primary school teachers is Spain found that participants in the training showed a decreased stress and burnout levels and an increase in the emotional intelligence levels [ 25 ]. While these studies showed promising results, in specific contexts, there is a scarcity of research on the effectiveness of blended interventions that combine offline and online sessions for improving teachers’ well-being and resilience during critical events and crises, such as the COVID-19 pandemic.…”

Teaching Anxiety, Stress and Resilience during the COVID-19 Pandemic: Evaluating the Vulnerability of Academic Professionals in Mexico through the Adapted COVID-19 Stress Scales

“…Researchers further mentioned that computer information literacy, communication and collaboration, and problem-solving skills are the most developed competencies, whereas digital content creation and security are the weakest [11]. Therefore, it is imperative that academic professional modernize, as in some cases some professionals may not be as familiar with recent technology [3,10,12]. The most underestimated problem during this pandemic continues being work overload that academic professionals endure on a daily basis, which is exacerbated, if they are not prepared because of technology impairdness, additionally there are those who, due to the nature of their work require going at least partially, which implies the continuous use of PPE, and the combination of preparing material at a distance and in person [2,12,13].…”

“…Therefore, it is imperative that academic professional modernize, as in some cases some professionals may not be as familiar with recent technology [3,10,12]. The most underestimated problem during this pandemic continues being work overload that academic professionals endure on a daily basis, which is exacerbated, if they are not prepared because of technology impairdness, additionally there are those who, due to the nature of their work require going at least partially, which implies the continuous use of PPE, and the combination of preparing material at a distance and in person [2,12,13]. As a result, this leads to physical exhaustion, emotional fatigue and the fear of infection by contact with students or other teachers or someone in their family becoming infected, which causes even more anxiety and stress [14][15][16].…”