Person: Cobo-Rendón, Rubia
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Cobo-Rendón
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Rubia
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Publication Application of a program to improve growth mindset, eudaimonic well-being and multidimensional well-being within the framework of teacher professional development(2023) García-Alvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Manzano-Sánchez, DavidThere is a burgeoning interest in enhancing teachers' professional development, as well as their wellbeing and personal resources. This study aimed to assess the effectiveness of a multicomponent intervention grounded in positive psychology to boost growthmindset, eudaimonic wellbeing, and multidimensional wellbeing and reinforce competencies associated with professional teacher training. The study enrolled 92 participants, separated into an experimental group receiving "FODI" intervention and a control group (62% experimental & 38% control), with a mean age of 44.7 (SD=8.6) comprising 75 women and 17 men. The data was collected using a multiple-choice questionnaire assessing the study variables. The analysis of covariance indicates that the intervention significantly enhanced the scores of general and self-growth mindset, eudaimonic wellbeing, PERMA (including self-perceived health), and teacher training in participants compared to the control group. These improvements were statistically significant at p< .05. Interventions based on positive psychology may serve as practical tools for enhancing educational quality through teacher training, personal growth, and professional development.Publication Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology(2023) García Alvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Hernández-Lalinde, JuanThe COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.