Promoting Teachers’ Social and Emotional Competence in Light of the Close Connection between Professional Role and Personal Characteristics: Preliminary Evidence of the Efficacy of the “ME4YOU” Training Program

Enrica Ciucci, Carolina Facci, Daniela Carpenzano, Matilde Sanesi, MariaGiulia Taddei, Lucrezia Tomberli, Giovanna Tambasco and Andrea Baroncelli ()
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Enrica Ciucci: Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Carolina Facci: Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Daniela Carpenzano: Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Matilde Sanesi: Independent Researcher, 51100 Pistoia, Italy
MariaGiulia Taddei: Independent Researcher, 51100 Pistoia, Italy
Lucrezia Tomberli: Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Giovanna Tambasco: Non-Profit Organization EbiCo, University of Florence, 50123 Florence, Italy
Andrea Baroncelli: Department of Philosophy, Social Sciences and Education, University of Perugia, 06123 Perugia, Italy

IJERPH, 2024, vol. 21, issue 4, 1-14

Abstract: Within the field of research on the promotion of teachers’ social and emotional competence, the present paper illustrates preliminary evidence of the efficacy of a new training program named “ME4YOU” aimed at supporting teachers’ self-reflexive competences to deal with the emotional and relational dimensions of teaching, with constant and continuous attention towards underlining the close connection between the way teachers perform as professionals at work and the way they function as individuals in their personal life. A total of 109 teachers from kindergarten to primary school took part in the experimental group, while 67 teachers constituted the control group; the two groups were compared using a pre-test/post-test approach with regard to some self-reported variables related to professional and personal aspects. Teachers in the experimental group exhibited increased levels of professional self-efficacy and self-efficacy as emotional socializers toward students’ emotions; moreover—although with a more limited impact—they reported benefits with regard to their personal life (i.e., reduced denial of own emotions and improved authenticity). The findings are discussed highlighting that health promotion among teachers is both of value in itself and an investment that can generate health in the whole school system.

Keywords: social and emotional competence; well-being; teachers; school system; training program (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2024
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