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.

Keywords: burnout; emotional intelligence; information and communication technologies; primary school; teacher continuing education; teacher stress.

Figure 1

Estimated marginal means for (a1) total PSQ scores and (a2) total PSS scores (stress levels); (b1) Emotional exhaustion scores, (b2) Depersonalization scores, and (b3) Personal accomplishment scores on the MBI (burnout levels); (c) total RED questionnaire scores (ICT competency); and (d) total EQ-i scores (EI competency).

Figure 1

Estimated marginal means for (a1) total PSQ scores and (a2) total PSS scores (stress levels); (b1) Emotional exhaustion scores, (b2) Depersonalization scores, and (b3) Personal accomplishment scores on the MBI (burnout levels); (c) total RED questionnaire scores (ICT competency); and (d) total EQ-i scores (EI competency).