Bienestar emocional del docente de educación inicial

Abstract

Educational work is currently facing multiple challenges which threaten the teachers emotional well-being. Facts such as from professional discredit, taken together with high labor standards and the recent uncertainty due to a pandemic, have obliged teaching staff to change methodologies and assessment within a very short time and with limited resources. Taking into account the learning and socio-emotional impact that the relationship between children and their teachers has on their lives, it becomes essential to be able to work on the pre-school staff’s emotional well-being. The current article explores the threats on the teacher’s emotional well-being. Thus, in this context, predominance of negative emotions work related appear and so does burnout syndrome. The positive psychology inputs are taken into consideration in order to comprehend the concept: wellbeing, based on the theoretical approach of Seligman and Ryff. And eventually two illustrative interventions are presented. These have demonstrated that it is achievable to incorporate well-being teaching staff programs. It is therefore primarily concluded the importance of looking after the teacher’s emotional well-being and the fact that positive psychology can bring responses to this problem area by applying stringent interventions which focus on several well-being points.