The intervention program aimed during 12 meetings held at the Gymnasium School „Prof. Nicolae Caranda”, Glogova, Gorj, România, the development of skills to establish relationships with students and colleagues, role adaptation, team work, communication, growth of emotional intelligence, growth of self-esteem to an experimental batch of 20 teachers who participated voluntarily, convinced that the personal development meetings are needed to improve the psychosocial skills needed in the context of the hybridization process of teaching-learning-evaluation of the past few years. The control group consisted of 20 teachers who did not consider it necessary to attend the meetings of personal development. Following the measurements performed in the post-intervention tests in both the experimental and the control group, it was found that the teachers from the experimental group who in the ascertainment stage achieved average and low scores on the psychosocial skills tests had significantly improved their scores, while in the control group stagnation was found, sometimes even regression.