Socio-emotional competences and teacher well-being: effects of brief mindfulness interventions on workload and performance.
DOI:
https://doi.org/10.64747/44bz7770Keywords:
teacher mindfulness, socio‑emotional competencies, burnout, classroom climate, EcuadorAbstract
This study examines the articulation between Technical Baccalaureate (BT) education and the
productive sector in the provinces of Guayas and Pichincha, Ecuador, and its impact on early
graduate employability. Using a mixed-methods approach, the research combines simulated
quantitative data based on national surveys with qualitative analysis of institutional
narratives and student experiences. Findings show that approximately 65% of graduates
enter the labor market within the first year, though significant differences exist by specialty,
contract type, and the match between technical education and employment. Significant
differences were identified by technical specialty, with Information Technology and
Electromechanics showing greater relevance to labor market demands. A correlation
between contract type and remuneration was also observed, with a notable segment of
graduates working without formal contracts and earning below the national minimum wage.
Qualitative results revealed key issues such as outdated curricula, weak supervision of
internships, and limited interaction between educational institutions and employers. The
study concludes that Technical Baccalaureate education can serve as an effective pathway to
youth employment if supported by policies that enhance territorial alignment, curricular
flexibility, and intersectoral governance.
References
Crain, T. L., Schonert‑Reichl, K. A., & Roeser, R. W. (2017). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology, 22(2), 138–152. https://doi.org/10.1037/ocp0000043
de Carvalho, J. S., Pinto, A. M., Marôco, J., & Pocinho, M. (2021). Effects of a mindfulness‑based intervention for teachers on teachers’ social‑emotional competencies and classroom climate. Mindfulness, 12(5), 1060–1075. https://doi.org/10.1007/s12671-020-01563-3
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress and burnout. Mind, Brain, and Education, 7(3), 182–195. https://doi.org/10.1111/mbe.12026
Hidalgo‑Andrade, P., Hermosa‑Bosano, C., & Paz, C. (2021). Teachers’ mental health and self‑reported coping strategies during the COVID‑19 pandemic in Ecuador: A mixed‑methods study. Psychology Research and Behavior Management, 14, 933–944. https://doi.org/10.2147/PRBM.S314844
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
Jennings, P. A., Frank, J. L., Doyle, S., Oh, Y., Rasheed, D., DeWeese, A., et al. (2019). Long‑term impacts of the CARE program on teachers’ self‑reported outcomes. School Psychology, 34(2), 165–176. https://doi.org/10.1037/spq0000282
Paudel, N. R., et al. (2025). Effect of a mindfulness‑based cognitive behavior therapy on occupational burnout among school teachers: A cluster randomized controlled trial. Frontiers in Psychiatry, 16, 1496205. https://doi.org/10.3389/fpsyt.2024.1496205
Roeser, R. W., Schonert‑Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093
Tsang, K. K. Y., et al. (2021). Effectiveness and mechanisms of mindfulness training for teachers: A meta‑analysis. Mindfulness, 12(8), 1770–1789. https://doi.org/10.1007/s12671-021-01629-1
Ye, Q., et al. (2023). Validation of an online mindfulness‑enhanced course for teachers: Effects on stress reduction. Frontiers in Psychology, 14, 1095665. https://doi.org/10.3389/fpsyg.2023.1095665
Hidajat, T. J., et al. (2023). Mindfulness‑based interventions for stress and burnout in teachers: A systematic review. Journal of Vocational Behavior, 146, 103866. https://doi.org/10.1016/j.jvb.2023.103866
Castillo, M. I. M., & Hernández, J. M. M. (2024). Mindfulness en la educación: Una revisión sistemática. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 14(27), 727–755. https://doi.org/10.23913/ride.v14i27.2081
OECD. (2020). TALIS 2018 results (Vol. II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://doi.org/10.2307/2136404
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory. Work & Stress, 19(3), 192–207. https://doi.org/10.1080/02678370500297720
Tennant, R., et al. (2007). The Warwick‑Edinburgh Mental Well‑being Scale (WEMWBS). Health and Quality of Life Outcomes, 5, 63. https://doi.org/10.1186/1477-7525-5-63
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well‑being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
Bjureberg, J., et al. (2016). Development and validation of a brief version of the Difficulties in Emotion Regulation Scale (DERS‑16). Journal of Psychopathology and Behavioral Assessment, 38(2), 284–296. https://doi.org/10.1007/s10862-015-9514-x
Pianta, R. C., La Paro, K., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual. Paul H. Brookes. (si aplica a la rúbrica abreviada)
Aguilar, J. H. (2025). Impacto del uso excesivo de medios digitales en la memoria y el aprendizaje en estudiantes de Bachillerato. Horizonte Científico International Journal, 3(2), 1–12. https://doi.org/10.64747/whhmnn21
Chávez, S. L. V. (2025). Desarrollo de habilidades socioemocionales en la educación inicial ecuatoriana: Una aproximación desde la neuroeducación. Horizonte Científico International Journal, 3(2), 1–12. https://doi.org/10.64747/xmeafg82
Cedeño, A., & Vega, R. (2025). Estrategias inclusivas y uso de IA para mejorar el aprendizaje en aulas diversas. Horizonte Científico International Journal, 3(2), 1–9. https://doi.org/10.64747/9epagq94
Ministerio de Educación del Ecuador. (2024). Estrategia nacional para el fortalecimiento y la renovación curricular. Registro Oficial. (Adjuntar DOI/URL oficial del acuerdo ministerial si corresponde)
Ministerio de Educación del Ecuador. (2025). Normativa que regula el uso seguro de teléfonos celulares y dispositivos similares en instituciones educativas. Registro Oficial. (Adjuntar DOI/URL oficial del acuerdo ministerial si corresponde)
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal the right of first publication. This work is distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
