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- Resilience and mental health in practicing chilean teachers during the pandemicPublication . VILLALOBOS-VERGARA, PAULA VERONICA; Ortúzar, Rodrigo Vergara; Gómez, María Catalina Sabando; Peixoto, Francisco; Silva, José CastroThe connection between resilience and psychological well-being, as well as the associations between various resilience profiles and well-being, remain unclear. This study investigated the resilience profiles of teachers and their links to psychological well-being and mental health symptoms. The data were gathered from 602 Chilean teachers who completed questionnaires assessing resilience, well-being, and mental health symptoms. The primary findings revealed a significant relationship between resilience and mental health, especially among experienced teachers who perceived their working conditions as better. This study provides compelling evidence supporting the notion that resilience can serve as a protective factor against mental health issues.
- Differentiated instruction: ‘to be, or not to be, that is the question’Publication . Gaitas, Sérgio; Carêto, C.; Peixoto, Francisco; Silva, José CastroEducation systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
- Job demands and resources as predictors of well-being in portuguese teachersPublication . Castro Silva, J.; Peixoto, Francisco; Galhoz, Adriana; Gaitas, SérgioThis cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analysed through confirmatory factorial analysis, structural equation modelling and mediation analysis. Main findings revealed that job demand variables are negative predictors of teacher well-being, whereas job resources variables predict positively teacher well-being. Additionally, the results showed two indirect mediation effects: job resources buffered the job demands and well-being relationship. In particular, support from colleagues and autonomy were identified as the main mediators of the relation between job demands and teacher well-being. Overall, the main results are consistent with the Job Demands-Resources model and contribute to the understanding of interplay between job resources and demands and their influence over teacher well-being.