Empowering the Self of Teachers: Effects of a Person-Centred Experiential Intervention on Self-Esteem, Self-Efficacy and Self-Acceptance

IF 1.5 Q3 PSYCHOLOGY, CLINICAL

Counselling & Psychotherapy Research Pub Date : 2026-06-24 DOI:10.1002/capr.70176

D. Dimitrakopoulou, V. Baourda, A. Brouzos

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引用次数: 0

Abstract

Aim

The current study examined the effects of the person-centred intervention ‘Listen to Me, Teacher’ on primary school teachers' self-esteem, self-efficacy and self-acceptance in Greece. Grounded in Carl Rogers’ theoretical framework, the intervention aimed to enhance self-esteem, self-efficacy and self-acceptance—dimensions associated with teachers’ personal growth and professional functioning.

Method

A quasi-experimental design was implemented with 281 teachers (intervention group: n = 140; control group: n = 141). The 12 experiential sessions (31 h in total) were delivered face to face during the pilot phase and online thereafter. Data were collected at three time points (pre-, post- and 3-month follow-up) using validated self-report instruments.

Results

Mixed-design ANOVAs revealed significant group × time interactions across all variables, with the intervention group demonstrating sustained improvements.

Conclusions

The findings highlight the potential of person-centred, experiential approaches grounded in authenticity, empathy and unconditional positive regard to develop teachers' self-esteem, self-efficacy and self-acceptance, with potential implications for the development of supportive, trust-based school environments.

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教师自我赋权：以人为本的体验干预对自尊、自我效能和自我接纳的影响

当前的研究考察了以人为本的干预“听我说，老师”对希腊小学教师自尊、自我效能和自我接受的影响。基于卡尔·罗杰斯的理论框架，干预旨在提高自尊、自我效能和自我接受——与教师个人成长和专业功能相关的维度。方法对281名教师进行准实验设计，其中干预组140人，对照组141人。12次体验课程（共31小时）在试点阶段面对面授课，之后在线授课。使用经过验证的自我报告工具在三个时间点（随访前、随访后和随访3个月）收集数据。结果混合设计方差分析显示，所有变量之间存在显著的组间交互作用，干预组表现出持续的改善。研究结果强调了以人为本的、基于真实性、共情和无条件积极关注的体验式方法在培养教师自尊、自我效能和自我接纳方面的潜力，并对建立支持性的、基于信任的学校环境具有潜在的影响。

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来源期刊

Counselling & Psychotherapy Research PSYCHOLOGY, CLINICAL-

CiteScore

4.40

自引率

12.50%

发文量

期刊介绍： Counselling and Psychotherapy Research is an innovative international peer-reviewed journal dedicated to linking research with practice. Pluralist in orientation, the journal recognises the value of qualitative, quantitative and mixed methods strategies of inquiry and aims to promote high-quality, ethical research that informs and develops counselling and psychotherapy practice. CPR is a journal of the British Association of Counselling and Psychotherapy, promoting reflexive research strongly linked to practice. The journal has its own website: www.cprjournal.com. The aim of this site is to further develop links between counselling and psychotherapy research and practice by offering accessible information about both the specific contents of each issue of CPR, as well as wider developments in counselling and psychotherapy research. The aims are to ensure that research remains relevant to practice, and for practice to continue to inform research development.