Grateful teachers and with well-being: effect of a psychoeducational intervention

Main Article Content

Diego García Álvarez
María José Soler

Abstract

Scientific literature has shown the efficacy of interventions based on positive psychology. From this point of view, the objective of this research is to determine the efficacy of a psychoeducational intervention based on positive psychology applied to the educational context and aimed at promoting mental health, psychological well-being and gratitude. Methodologically, the study is framed in a correlational quasi-experimental design, a single group of pre and post means, in a sample of 39 teachers. The data collection was made through a booklet comprised of scales to measure the variables of psychological well-being, gratitude and pessimism, with adequate reliability and validity indices. The results show statistically significant differences in psychological well-being and gratitude, positive correlations between gratitude and psychological well-being, and inversely with pessimism. It is concluded that psychoeducational intervention can be a tool for promoting mental health in teachers.

Keywords:
Teachers Gratitude Psychological well-being Psychoeducational intervention

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Article Details

Author Biographies

Diego García Álvarez, Universidad Privada Rafael Belloso Chacín. Maracaibo, Venezuela

Doctorado en Ciencias de la Educación
Universidad Privada Rafael Belloso Chacín. Maracaibo, Venezuela

María José Soler, Universidad de Flores, Argentina

Doctora en Psicología
Universidad de Flores, Argentina

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