Teachers’ Mental Health and Their Involvement in Educational Inclusion

Salinas-Falquez, Silvia; Roman-Lorente, Carlos; Buzica, Mirela; Álvarez, Joaquín F.; Ángel, Nieves Gutiérrez; Trigueros, Rubén

doi:10.3390/bs12080261

Cited by 10 publications

(8 citation statements)

References 72 publications

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“…Teaching is a stressful job that became even more stressful during the COVID-19 pandemic. According to a study of Salinas-Falquez et al (2022) conducted during the COVID-19, attitude toward educational inclusion was negatively associated with burnout. Similarly, in another study, teachers scoring low levels of attitude toward inclusion also have high scores of stress ( Avramidis and Norwich, 2002 ).…”

Section: Discussionmentioning

confidence: 99%

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

et al. 2023

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IntroductionInclusive physical activity games at school can be useful for teachers dealing with students with disabilities. The use of inclusive strategies and games can be directly linked to teachers’ self-efficacy and familiarity with the inclusive strategies, while it could be indirectly influenced by their attitude toward inclusion and, in a smaller part, by social desirability in their response. Moreover, teachers’ responses could be different among the different school grades. Therefore, the aim of the current study is to investigate the role of attitude toward inclusion, social desirability, self-efficacy, and familiarity in the use of physical activity games at school in teachers from all school grades.MethodsA sample of 1,583 schoolteachers was asked to fill out a questionnaire about their perceptions of governmental measures, self-efficacy, familiarity with inclusive strategies through physical activity, and two standardized questionnaires assessing attitudes toward inclusion and social desirability.ResultsTeachers from primary school reported lower scores in attitude toward inclusion total score and dimensions, namely impact on teacher, impact on the environment, impact on the other children, and impact on the student with disability. Moreover, the path analysis model showed that the attitude toward inclusion indirectly influenced the use of inclusive strategy and had a small direct effect on familiarity with inclusive strategies and self-efficacy. Social desirability slightly influenced both familiarity and self-efficacy but not the use of inclusive strategies. Familiarity and self-efficacy had a direct effect on the use of inclusive physical activity games.DiscussionThe results of the current study suggest that being familiar with and having a high self-efficacy in implementing inclusive strategies are well related to the use of inclusive strategies at school. In addition, more attention should be given to kindergarten and primary school teachers, who reported lower scores in the attitude toward inclusion and higher scores in social desirability.

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Section: Discussionmentioning

confidence: 99%

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

et al. 2023

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“…They must strive to establish positive synergies that favor students in their academic progression (regardless of difficulties), with the aim of overcoming the adversities of the educational situation to create broader systems around children, including peer networks, organizations, families, and communities led by resilient and empowered teachers. 20–24 All efforts to create resilient teachers should be promoted as this is how schools adapt to the unique risks to which subpopulations of children and youth with special difficulties are exposed. 25–29 …”

Section: Introductionmentioning

confidence: 99%

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Pozo-Rico

Poveda

Gutiérrez-Fresneda

et al. 2023

PRBM

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This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies. Participants and Methods: An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women). Results: The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training. Conclusion: More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom -key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

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“…Teachers’ resilience plays a relevant role in their performance in the classroom and in their own training [ 5 ]. This is because environments change and demand constant adaptation to new demands of the context [ 6 , 7 , 8 , 9 ]. Teachers view teaching as a job that continues into their free time, with a high workload and high stress levels that affect their personal and professional lives; hence, resilience helps them to achieve their goals [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, resilience is positively related to teacher self-efficacy [ 27 ], job commitment, and meaningful work [ 2 , 28 ], the perception of well-being [ 26 , 29 ], and the subjective perception of health [ 30 ]. A lack of resilience is negatively associated with stress, exhaustion, and difficulties maintaining discipline in the classroom [ 8 , 31 , 32 , 33 ]. In addition, there is evidence of a mediating role between abuse (physical and emotional) in childhood and satisfaction with life in teachers [ 34 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

Salvo-Garrido,

Polanco-Levicán,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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The concept of resilience, identified as a crucial variable due to its association with several beneficial outcomes in adulthood, is of particular interest in the teaching field. Specifically, teachers work in a demanding, challenging, and stressful context that requires a remarkable ability to adapt; therefore, resilience is important in the field of teaching and training, as it plays a fundamental role in children’s cognitive, social, and emotional development. This study sought to analyze the psychometric properties of the SV-RES60 Resilience Scale in a sample of Chilean elementary school teachers from first to eighth grade (N = 1406; mean age = 41.4; SD = 10.8). ESEM and bifactor ESEM analyses were performed to evaluate its factor structure, internal consistency, and reliability. The results supported a bifactor structure in which resilience was represented by one general latent factor and twelve specific factors (RMSEA = 0.032; 90%CI [0.030, 0.033]; SRMR = 0.012; CFI = 0.986; TLI = 0.977). A predominance of the unidimensional components of the SV-RES60 (general factor, ECV = 0.812; ωh = 0.975) and a high reliability (α = 0.981; ω of the general factor = 0.991) were observed. In conclusion, the SV-RES60 Resilience Scale is a suitable instrument for measuring the general factor of resilience in the investigated teaching environment. Future studies could contribute towards evidence of a reduced scale and transcultural validation to conduct comparative studies.

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Teachers’ Mental Health and Their Involvement in Educational Inclusion

Cited by 10 publications

References 72 publications

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

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