Abstract:

The growing recognition of the importance of socioemotional competencies in the educational field has highlighted the need to integrate them into initial teacher training. The aim of this study was to analyze the effectiveness of a training program focused on developing these competencies on burnout levels in pre-service teachers.

The sample consisted of 68 students enrolled in the Undergraduate degree in Primary Education at the University of Alicante (22.5% male), with a mean age of 22.68 years. The study adopted a quasi-experimental design with two groups (control and experimental) and two assessment points (pretest and posttest). Burnout was measured using the Maslach Burnout Inventory.

The socioemotional training program was specifically designed for the experimental group with the aim of enhancing key socioemotional competencies related to emotional regulation, interpersonal relationships, and stress management, which are relevant for preventing burnout in future teachers. The program lasted six weeks and consisted of six weekly sessions of one hour each, delivered in a face-to-face group format. The sessions were conducted by a researcher trained in socioemotional education using an active and participatory methodology. Each session combined brief theoretical explanations with practical activities, including guided reflection, group discussions, experiential exercises, and role-playing.

The structure and content of the sessions were as follows:
(1) Session 1: Emotional intelligence and emotional awareness;
(2) Session 2: Impulse control and emotional regulation strategies;
(3) Session 3: Stress management and coping strategies;
(4) Session 4: Empathy development and perspective-taking;
(5) Session 5: Assertiveness and effective communication skills;
(6) Session 6: Resilience and personal resources for dealing with academic and professional challenges.

A General Linear Model for repeated measures was used to analyze the effects of the program:
Results showed that the intervention was effective in improving personal accomplishment in the experimental group compared to the control group. These findings underscore the importance of incorporating socioemotional development programs in initial teacher training, as introducing such interventions at early stages contributes to the well-being of future teachers, enhances their emotional preparedness to face the challenges of educational practice, and promotes the development of these competencies in their future students.

Acknowledgement:
This work was supported by Programa de Redes de investigación en dociencia universitaria del Instituto de Ciencias de la Educación de la Universidad de Alicante (convocatoria 2024). Ref.: 6141.

Keywords:

Socioemotional competencies, intervention, pre-service teachers, educational experience.