Reducing teachers’ perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy

Abstract

Introduction: Teaching is a profession characterized by high emotional demands and exposure to multiple stressors, often leading to elevated levels of perceived stress. Self-efficacy and socio-emotional competence have been identified as key protective resources that enable teachers to cope more effectively with professional challenges. The present quasi-experimental study evaluated the effectiveness of an Online Wellbeing Course (OWC) in enhancing teachers’ socio-emotional competence and self-efficacy and reducing perceived stress.
Methods: A total of 151 in-service Italian teachers took part in the study, with schools randomly assigned to an experimental group (OWC; n = 72) or a control group (n = 79). Participants completed validated measures of perceived stress, socio-emotional competence, and self-efficacy at pre- and post-test.
Results: Teachers in the OWC group reported significant improvements in socio-emotional competence and self-efficacy, as well as a reduction in perceived stress compared to the control group. Moreover, pre- to post-test gains in self-efficacy - but not socio-emotional competence - significantly mediated the relationship between participation in the OWC and reductions in perceived stress.
Discussion: These findings provide empirical evidence for the effectiveness of online wellbeing interventions in supporting teachers’ psychological resources and reducing stress. Implications for teacher professional development are discussed.