BRIEF RESEARCH REPORT article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1660879
This article is part of the Research TopicEmotional Intelligence in Educational Psychology: Enhancing Learning and DevelopmentView all 14 articles
Resilience and Prosociality: Pathways to Strengthen Teachers' Self-Efficacy in the Classroom
Provisionally accepted
- 1Universidad Catolica de Temuco, Temuco, Chile
- 2University of La Frontera, Temuco, Chile
- 3Universidad de San Martin de Porres, Lima District, Peru
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This study investigates the relationship between resilience and teacher self-efficacy in Chilean elementary school teachers, considering the mediating role of prosocial behavior. Based on a crosssectional design and a large national sample (N = 1,426), structural equation modeling (SEM) was used to analyze both direct and indirect associations. Results revealed that resilience significantly predicts teacher self-efficacy, both directly and indirectly through prosociality. Among the three selfefficacy dimensions, stronger associations were observed in instructional strategies and student engagement. These findings highlight the importance of strengthening socioemotional competencies-such as resilience and prosocial tendencies-in teacher training programs, as key mechanisms to improve classroom management, teaching effectiveness, and student motivation in educational contexts.
Keywords: teacher self-efficacy, resilience, Prosocial Behavior, classroom management, student engagement, instructional strategies, Socioemotional competencies, Primary education
Received: 07 Jul 2025; Accepted: 25 Aug 2025.
Copyright: © 2025 Mieres-Chacaltana, Salvo-Garrido and Dominguez-Lara. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Sonia Salvo-Garrido, University of La Frontera, Temuco, Chile
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