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

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.