Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/108605
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dc.contributor.authorCavioni, Valeria-
dc.contributor.authorGrazzani, Ilaria-
dc.contributor.authorOrnaghi, Veronica-
dc.contributor.authorAgliati, Alessia-
dc.contributor.authorGandellini, Sabina-
dc.contributor.authorCefai, Carmel-
dc.contributor.authorCamilleri, Liberato-
dc.contributor.authorBartolo, Paul-
dc.contributor.authorTatalović Vorkapić, Sanja-
dc.contributor.authorGolob, Lana-
dc.contributor.authorPoulou, Maria-
dc.contributor.authorMartinsone, Baiba-
dc.contributor.authorSupe, Inga-
dc.contributor.authorSimões, Celeste-
dc.contributor.authorLebre, Paula-
dc.contributor.authorColomeischi, Adina-
dc.contributor.authorRusu, Petruta-
dc.contributor.authorAcostoaie, Lidia-
dc.contributor.authorVintur, Tatiana-
dc.contributor.authorConte, Elisabetta-
dc.date.accessioned2023-05-04T12:20:47Z-
dc.date.available2023-05-04T12:20:47Z-
dc.date.issued2023-04-
dc.identifier.citationCavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., Gandellini, S., Cefai, C.,…Conte, E. (2023). A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program. International Journal of Emotional Education, 15(1), 34-52.en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/108605-
dc.description.abstractIn the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectTeachers -- Mental healthen_GB
dc.subjectSocial skills -- Study and teachingen_GB
dc.subjectSocial adjustment -- Study and teachingen_GB
dc.subjectProblem solving -- Study and teachingen_GB
dc.subjectSchool management and organizationen_GB
dc.titleA multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS programen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.identifier.doi10.56300/KFNZ2526-
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 15 Issue 1
IJEE, Volume 15 Issue 1
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