Abstract:

In the field of education, the beneficial effects of conducting positive psychology interventions are well established (Allen et al., 2022). In particular, it is important for teachers to work on individual development in order to adapt to new changes and expectations, providing education for new generations (Musaio, 2017). One possible approach for individual development is related to psychological capital (PsyCap), in its constructs of hope, optimism, self-efficacy and resilience. These constructs are measurable, open to development within a short timeframe and linked to well-being and work performance. In particular, they can be developed through self-development, i.e. through the implementation of daily exercises aimed at replacing ineffective behaviours with new behaviours that improves professional results.
This contribution focuses on the presentation of a self-development course (individual and collective) of psychological capital constructs in in-service teachers working in the Italian-speaking region of Switzerland. Quantitative data on the results of the development of the four psychological capital constructs (before and after the course) and qualitative data on participants’ written reports about the course will be presented. Results show an improvement in the psychological capital constructs and various insights about the personal and professional impact of the course on teachers.

References:
[1] Allen, K. A., Furlong, M. J., Vella-Brodrick, D., & Suldo, S. M. (Eds.). (2022). Handbook of positive psychology in schools: Supporting process and practice. Routledge.
Musaio, M. (2017). Professione docente e nuove competenze: l’esercizio del coaching educativo a scuola. Edetania. Estudios y propuestas socioeducativas, (52), 145-165.

Keywords:

Psychological capital, teachers, coaching, positive psychology.