Introduction
Supporting teachers' well-being is essential to creating educational environments capable of responding effectively to the challenges of evolving academic contexts. Promoting such well-being—particularly during students' transitional phases—requires educators to integrate guidance-related skills with professional reflexivity. In this perspective, continuing teacher education represents a valuable opportunity to strengthen their role as both promoters of well-being and agents of change.
Objectives
This contribution presents a residential training program addressed to university and upper secondary school teachers. The intervention aimed to enhance transversal competences with the broader goal of fostering professional well-being by improving work engagement, emotional resilience, and perceived professional development. It also sought to promote dialogue and the co-construction of competences among various stakeholders in the educational system.
Method
The intervention involved N=26 teachers in an experiential learning process including individual, collaborative, and reflective activities. The variables measured were work engagement, emotional resilience, guidance competences, and perceived professional development. Data were analyzed using paired-sample t-tests (Jamovi software).
Results
Statistically significant increases were found in several dimensions: work engagement, emotional resilience, guidance competences (e.g., promotion of self-efficacy), and perceived professional development. These improvements, considered together, suggest a strengthening of teachers' psychosocial well-being—expressed through greater engagement, improved coping strategies, and a stronger sense of efficacy in their educational role.
Limitations and Innovative Aspects
Although this was a preliminary and exploratory study, the adoption of an integrated approach—focused on well-being and guidance training—yielded encouraging results. The findings highlight the potential of such interventions to reinforce teachers' personal and professional resources and to support the development of more sustainable and inclusive educational practices.