Indicators of Social Emotional Health (SEHS-T) and Resilience in the Latvian Teachers’ Sample

In crisis situations, on the one hand, teachers must be resilient, know not only how the didactic
of the subject works, but also technologies, the psychology of pupils, classroom management,
self- regulation, time management, self-compassion etc. Research on teachers’ social emotional
health and resilience is important for quality learning and well-being at school, especially
during the challenges of the COVID-19 pandemic. The following paper provides a description
of the study that was carried out in Latvia on the problems of teachers’ social and emotional
health distance learning during the COVID-19 pandemic, and in the context of an international
study in the Erasmus + project research “Teacher resilience: problems and solutions. Supporting
teachers to face the challenge of distance teaching’’. Therefore, the samples are denoted by
N1 = 23, N2 = 635, N3 = 380, N4 = 245. The main question of the paper is: Which of the variables
(burnout, work engagement strategies) most significantly predict teachers’ social-emotional
health indicators?
The results showed that there were statistically significant positive correlations between
teachers` SEHS-T, teacher engagement, and emotional burnout rates. The other results show low
scores from SEHS-T which could indicate that teachers’ self-confidence could be problematic,
which could be explained by their uncertainty about their work during distance learning in
a stressful COVID-19 crisis and that they need support for developing their strengths. The other
results show that Resilience are moderate medium, but about 18% of the sample demonstrates
the lowest Resilience scores. Results from SEHS-T: the subscale of teacher work engagement
Cognitive engagement (p< 0.001) is significant in predicting SEH-T indicators.