Although much research has focused on the role of job demands and job resources in teacher well-being, few studies have targeted the function of personal variables.The aim of this study is to develop a comprehensive model of teacher well-being, using burnout and engagement in order to reflect, not only job demands and professional resources, but particularly the personal resources that characterise teacher well-being: self-efficacy, and cognitive and behavioural coping resources (proactive and reactive) related to three specific situational demands. Job resources were: autonomy, social support from colleagues and supervisors, and variety and feedback provision at work. Participants were 413 teachers from 47 elementary, primary and secondary schools in Madrid (Spain). The results show paths between the significant variables of the model in the anticipated direction. A line of influence starts in perceived demands and perceived self-efficacy, and is modulated by coping. This generates some degree of teacher well-being, which in turn is affected by teachers’ available job resources. Engagement seems to have a considerable effect on burnout.

Coronavirus has blighted our world, hitting some countries harder than others. Morbidity and mortality rates make Madrid one of the worst affected places so far in the wake of the coronavirus. The aim of this study was to analyze the presence of post-traumatic growth during the coronavirus crisis and to understand the contribution of meaning, religiosity, and spirituality to such growth; 1,492 people completed the questionnaire; N = 1,091 residents in Madrid were selected for the study. We assessed the personal experience of COVID-19, the Spirituality, Religiosity, Meaning trough Purpose in Life-10 test, and Posttraumatic Growth (Community Post-Traumatic Growth Scale). Results showed significant differences for all measures of growth, with higher values in women. Sex and direct impact of COVID-19 accounted for 4.4% of the variance of growth. The different dimensions of meaning contribute differently to growth. Only religiosity was associated with total growth when meaning was included in the model. This same pattern of results is obtained in models predicting interpersonal and social growth. However, in predicting personal growth, it is spirituality that predicts this type of growth once meaning has been previously controlled for, while religiosity fails to reach a statistically significant level. Our results reflect the interest in maintaining the distinction between spirituality and religiosity, their different roles in traumatic growth and the different dimensions on which each has an effect. Finally, it confirms the importance of meaning in post-traumatic growth, especially the dimension of life goals and purposes.

Previous research recently revealed the presence of positive aspects in caregiving. This study had a double objective: first, to identify positive aspects of family caregiving; second, to analyze the relationship between these caregiving rewards and different variables. A total of 140 family caregivers of dependent elderly participated in the study. Out of these, 79 of the elderly suffered dementia and 63 were institutionalized. Caregivers’ satisfaction and quality of life was above average. Those caregivers who perceived a good quality of relationship with their elder presented more satisfaction than the others. Problems in quality of life showed a positive relationship with the level of dependence of the elder. On the other hand, the more level of dependence of the elder, the greater the level of satisfaction of the caregiver. Those caregivers with a good relationship showed less provisional meaning than those with a normal or a bad relationship. We confirm the relevance of the caregiver-elder relationship, which can be improved and modified through specific preventive interventions. Our findings indicate that interventions for caregivers of people with dementia should explore ways to find meaning in caregiving.