Relationships between Resilience and Self-Efficacy in the Prosocial Behavior of Chilean Elementary School Teachers

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datacite.alternateIdentifier.citationBehavioral Sciences, 14 (8), 2024
datacite.alternateIdentifier.doi10.3390/bs14080678
datacite.alternateIdentifier.issn2076-328X
datacite.creatorSalvo-Garrido, Sonia
datacite.creatorPolanco-Levican, Karina
datacite.creatorDominguez-Lara, Sergio Alexis
datacite.creatorMieres-Chacaltana, Manuel Santiago
datacite.creatorGálvez-Nieto, José Luis
datacite.date2024
datacite.rightsAcceso abierto
datacite.subjectElementary School
datacite.subjectProsocial Behavior
datacite.subjectResilience
datacite.subjectSelf-efficacy
datacite.subjectTeachers
datacite.titleRelationships between Resilience and Self-Efficacy in the Prosocial Behavior of Chilean Elementary School Teachers
dc.contributor.authorMIERES CHACALTANA, MANUEL SANTIAGO
dc.date.accessioned2025-10-06T14:21:44Z
dc.date.available2025-10-06T14:21:44Z
dc.description.abstractTeachers actions go beyond instruction, as their personal traits influence their teaching methods, problem-solving skills, and the quality of their relationships with students. Among these attributes, their prosocial competencies stand out for contributing to school, community, and social coexistence. Furthermore, the connection they have to resilience and self-efficacy promotes increased effectiveness in meeting the demands of an ever-more challenging work environment. This research aimed to analyze the effect of the relationship between self-efficacy and resilience on the prosocial behavior of Chilean elementary school teachers. The sample consisted of 1426 teachers (77.2% women) working in public and subsidized Chilean schools. Structural equation modeling (SEM) explored the relationships between self-efficacy, resilience, and prosocial behavior. The findings indicate that self-efficacy and resilience directly and positively affect the prosocial behavior of elementary school teachers. It is suggested that resilience, self-efficacy, and prosociality among teachers are promoted due to their synergistic effects and, consequently, the benefits for school children, especially those from vulnerable social contexts. © 2024 Elsevier B.V., All rights reserved.
dc.description.ia_keywordteachers, resilience, self, efficacy, prosocial, school, behavior
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6776
dc.language.isoen
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceBehavioral Sciences
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2024
oaire.citationIssue8
oaire.citationTitleBehavioral Sciences
oaire.citationVolume14
oaire.fundingReferenceANID FONDECYT 1210551
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
relation.isAuthorOfPublication24d65ce3-dc6f-4832-beb8-30b5d8259672
relation.isAuthorOfPublication.latestForDiscovery24d65ce3-dc6f-4832-beb8-30b5d8259672
uct.catalogadorjvu
uct.comunidadEducaciónen_US
uct.departamentoDepartamento de Diversidad y Educación Intercultural
uct.facultadFacultad de Educación
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionScopus
uct.indizacionDOAJ
uct.indizacionPubMed
uct.indizacionERIC
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