How we evaluate ourselves
The program offers a comprehensive assessment model and the opportunity to carry out experimental research with impact evaluation, supported by Laboratorio de Ciencias Cognitivas (Laboratory of Cognitive Sciences) and other international institutes.
Spreading reach
The Program started in some provinces of Argentina, and given its great achievements and recognition it quickly spread to other countries.
Education governments and international organizations have included our program in their formative politics, generating non- monetary incentives, such as education scores, to each teacher passing the training. The certification of Presence in Education Program is granted based on attendance, participation and for passing the different assessment phases.
Argentina:
Jujuy, Corrientes,
Mendoza, CABA,
PBA.
Perú, Ecuador,
Chile.
Cuba, Honduras,
Guatemala, Costa
Rica, Nicaragua,
México.
Portugal.
Mozambique,
Cabo Verde,
Angola.
We self assess and
celebrate our achievements
Through surveys, psychometric scales and deep interviews to generate quality standard on the impact of the Program.
In 2022, results revealed the significant changes the Program produces in teachers and schools.
A high valued Program
of participants rated the Program positively with 4 points (12%) and 5 points (86%) out of 5
of participants would recommend the Program to other colleagues.
of participants consider they have more resources to deal with emotions after the training.
Teachers with the most emotional well-being
Based on pre and post tests, evaluation revealed that emotional tiredness had decreased.
Fig 3 Graphic All data of the characteristics that showed significant differences in the MBI scale A) emotional tiredness factor, B) Total in scale. Each dot representing an answer.
As can be seen below, the rest of the psychometric scales also threw positive correlations (autonomy, conscious action, self- gentleness, etc.)
Scroll to view chart
| t-val | p-val | PRE | POST | Change | |
|---|---|---|---|---|---|
|
MBI Emotional tiredness |
2.733 |
0.006374 |
17.441 |
15.784 |
DECREASED |
|
MBI Total |
2.3394 |
0.0195 |
61.814 |
60.099 |
DECREASED |
|
BIEPS Autonomy |
2.6291 |
0.008678 |
4.853 |
4.664 |
DECREASED |
|
FFMQ Observation |
-6.3447 |
3.3e-10 |
20.735 |
22.558 |
INCREASE |
|
FFMQ Conscious action |
2.6741 |
0.007615 |
18.544 |
17.913 |
DECREASED |
|
FFMQ Total |
-2.2589 |
0.02411 |
76.416 |
77.889 |
INCREASE |
|
SCS Self-gentleness |
-3.4532 |
0.000575 |
7.031 |
7.359 |
INCREASE |
|
SCS Self-judgment |
6.9569 |
6.365e-12 |
6.336 |
5.655 |
DECREASED |
|
SCS Overidentification |
3.1332 |
0.001776 |
5.258 |
4.929 |
DECREASED |
|
SCS Total |
2.2325 |
0.0258 |
37.735 |
37.137 |
DECREASED |
|
PANAS Positive affection |
-6.1067 |
1.416e-09 |
36.256 |
38.700 |
INCREASE |
|
STAI State |
-3.6592 |
0.0002667 |
29.551 |
31.863 |
INCREASE |
Educators with greater well-being
consider that after the training they have got tools and practices they can apply in their classes and with colleagues to create safer and more trustful spaces.
of participants have shown they are conscious of how communication impacts themselves and others.
Educational Institutions with higher well-being
After attending the training, participants reported a better institutional environment: an increase in positive perception of relationships with their families, communication with colleagues, relationship with students and active, non-judgmental listening.