Author Information
Desiderio IV Camitan, University of the Philippines, PhilippinesLizamarie Campoamor-Olegario, University of the Philippines, Philippines
Abstract
This study examined the impact of integrating Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA) training into undergraduate Educational Psychology and Developmental Psychology courses for 147 pre-service teachers in the Philippines during the post-COVID-19 lockdown. The intervention aimed to enhance pre-service teachers' well-being and social-emotional competencies (SEC) amidst unique pandemic stressors. Participants engaged in weekly online sessions, individual practices, and reflective exercises, emphasizing mindfulness, self-awareness, emotional regulation, gratitude, empathy, and positive relationships. Pre- and post-test data, using the PERMA Profiler and the Social and Emotional Competence Questionnaire (SECQ), revealed significant improvements in multiple PERMA domains (positive emotions, p < 0.01; engagement, p < 0.01; relationships, p < 0.01; meaning, p < 0.01; overall happiness, p = 0.02) and key SEC subscales (self-awareness, p < 0.01; social awareness, p = 0.02; self-management, p < 0.01). These findings highlight the importance of prioritizing well-being in teacher preparation programs, equipping pre-service teachers with tools to cultivate their own well-being and SEC, potentially enhancing their capacity to foster positive learning environments for future students.
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