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Koçyiğit S, Sezer T. Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers. Behav Sci (Basel) 2024; 14:59. [PMID: 38247711 PMCID: PMC10813605 DOI: 10.3390/bs14010059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Revised: 01/05/2024] [Accepted: 01/10/2024] [Indexed: 01/23/2024] Open
Abstract
This paper identifies preschool teachers' sources of stress, the times they experience high stress, and their ways of coping with stress levels. The study was conducted using a phenomenological design, one of the qualitative research models. The data were collected through semi-structured interviews with 36 preschool teachers working with children aged 0-6 in state and private schools. As a result of the content analysis, stressors were identified primarily at both interpersonal (positive and effective interactions) and organizational levels (school management and leadership style). It was also found that intense stress was experienced when children were difficult to control, such as during sleeping, eating, and cleaning. Finally, these results confirmed that the teachers used active/active behavioral, and passive/avoidant coping strategies. However, it was understood that preschool teachers perceived stress negatively, and did not see stress as a personal development situation. These results are discussed in terms of their ramifications for preschool education.
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Affiliation(s)
- Sinan Koçyiğit
- Department of Preschool Education, Kazım Karabekir Education Faculty, Atatürk University, Erzurum 25240, Türkiye;
| | - Türker Sezer
- Department of Preschool Education, Education Faculty, Bolu Abant İzzet Baysal University, Bolu 14030, Türkiye
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Manning JB, Blandford A, Edbrooke-Childs J. High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study. JMIR Form Res 2023; 7:e50460. [PMID: 37966873 PMCID: PMC10687684 DOI: 10.2196/50460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 09/28/2023] [Accepted: 10/04/2023] [Indexed: 11/16/2023] Open
Abstract
BACKGROUND Stress in education is an adverse reaction that teachers have to excessive pressures or other types of demands placed on them. Consumer digital technologies are already being used by teachers for stress management, albeit not in a systematic way. Understanding teachers' experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use. OBJECTIVE The aim of this study was first to understand teachers' experiences of consumer technologies for stress management. They were chosen by teachers from a taxonomy tailored to their stress management. The second aim was to explore whether their experiences of use evolved over time as teachers transitioned from working at home during lockdown to working full time on school premises. METHODS A longitudinal study intended for 6 weeks in the summer term (2020) was extended because of COVID-19 into the autumn term, lasting up to 27 weeks. Teachers chose to use a Withings smartwatch or the Wysa, Daylio, or Teacher Tapp apps. In total, 2 semistructured interviews and web-based surveys were conducted with 8 teachers in South London in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. The interviews were analyzed by creating case studies and conducting cross-case analysis. RESULTS The teachers described that the data captured or shared by the technology powerfully illustrated the physical and psychosocial toll of their work. This insight gave teachers permission to destress and self-care. The social-emotional confidence generated also led to empathy toward colleagues, and a virtuous cycle of knowledge, self-compassion, permission, and stress management action was demonstrated. Although the COVID-19 pandemic added a new source of stress, it also meant that teachers' stress management experiences could be contrasted between working from home and then back in school. More intentional self-care was demonstrated when back in school, sometimes without the need to refer to the data or technology. CONCLUSIONS The findings of this study demonstrate that taking a situated approach to understand the real-world, existential significance and value of data generates contextually informed insights. Where a strategic personal choice of consumer technology is enabled for high school heads of year, the data generated are perceived as holistic, with personal and professional salience, and are motivational in the educational context. Technology adoption was aided by the pandemic conditions of home working, and this flexibility would otherwise need workplace facilitation. These findings add to the value proposition of technologies for individual stress management and workforce health outcomes pertinent to educators, policy makers, and designers.
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Affiliation(s)
- Julia B Manning
- UCL Interaction Centre, Department of Computer Science, University College London, London, United Kingdom
| | - Ann Blandford
- UCL Interaction Centre, Department of Computer Science, University College London, London, United Kingdom
- UCL Institute of Healthcare Engineering, University College London, London, United Kingdom
| | - Julian Edbrooke-Childs
- Evidence-based Practice Unit, University College London and Anna Freud Centre, London, United Kingdom
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Tsubono K, Mitoku S. Public school teachers' occupational stress across different school types: a nationwide survey during the prolonged COVID-19 pandemic in Japan. Front Public Health 2023; 11:1287893. [PMID: 37927853 PMCID: PMC10620961 DOI: 10.3389/fpubh.2023.1287893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 09/29/2023] [Indexed: 11/07/2023] Open
Abstract
Objectives School teaching is regarded as one of the most stressful professions worldwide. To maintain schoolteachers' mental health, the factors influencing occupational stress among schoolteachers must be clarified. This study aimed to investigate public school teachers' work-related stress considering the differences in school types using data from a large-scale nationwide survey conducted during the prolonged coronavirus disease 2019 (COVID-19) pandemic in Japan. Methods Data from a nationwide survey of public school teachers performed between June 2019 and December 2022 were analyzed. The dataset consisted of repeated cross-sectional data. The total number of participants was 270,777 in 2019, 296,599 in 2020, 299,237 in 2021, and 307,866 in 2022. Information on working hours, job demands, workplace support, stress response, and perceived main stressors were assessed for each type of public school. Results Regardless of school type, quantitative workload and long working hours were the most significant factors affecting teachers' stress responses. However, stress-related factors among teachers varied significantly between school types. The percentage of junior high school teachers who perceived "extra-curricular club activities" as their main stressor was the highest among all school types. The highest proportion of elementary school teachers perceived "dealing with difficult students" as their main stressor. Meanwhile, interpersonal conflict scores were the highest among special needs school teachers. Teachers' workload and stress levels significantly increased in the third year of the COVID-19 pandemic (2022) compared to the pre-pandemic year (2019) in all school types despite the marginally small score differences. Conclusions This study highlighted the importance of reducing teachers' workload for their mental health regardless of school types. Meanwhile, perceived work-related stress among teachers differed significantly between school types. Given the possible prolonged impacts of the pandemic on teachers' occupational stress, teachers' stress levels must be monitored throughout and after the pandemic. The results suggest that increasing the number of schoolteachers and support staff and providing adequate organizational support are necessary to prevent teachers' sick leave due to mental disorders. In addition, taking comprehensive countermeasures against teachers' occupational stress, considering the differences in school types, is crucial for safeguarding schoolteachers' mental health.
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Affiliation(s)
- Kenjiro Tsubono
- Department of Psychosomatic Medicine, Tokai Central Hospital, Gifu, Japan
| | - Sachiko Mitoku
- Department of Health Management, Tokai Central Hospital, Gifu, Japan
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Li J, Xue E, He Y. Investigating the Effect of Cognitive-Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers' Job Burnout: A Meta-Analysis. Behav Sci (Basel) 2023; 13:803. [PMID: 37887453 PMCID: PMC10604072 DOI: 10.3390/bs13100803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 09/04/2023] [Accepted: 09/07/2023] [Indexed: 10/28/2023] Open
Abstract
Teachers are more likely to experience occupational burnout; intervention for their job burnout has been paid more and more attention by the academic community. However, there is not enough evidence to support the interventions' effect. This study adopts the meta-analysis method and makes a statistical analysis of the interventions' effect on teachers' job burnout based on 29 papers in the literature of randomized controlled experiments. It mainly presents the basic external characteristics of the research literature; besides, based on the results of software CMA.V3, this paper also analysed the overall intervention effect and the separate effect of four types of intervention, namely, cognitive-behavioral interventions (CBI), mindfulness-based interventions (MBI), professional training (PT), and emotional-based intervention (EBI). The results showed that CBI had the best effect, and mindfulness-based intervention had the second-best effect. Professional training also showed a good intervention effect, while the intervention effect of emotional-based intervention remains to be verified. In addition, it was found that only the effect of cognitive-behavioral intervention (CBI) was significant and had a strong effect (g = 0.876, 95% CI-1.06, 2.814, p < 0.05) when considering their effects on emotional exhaustion, while the other three interventions had no significant effect. The discussion section is provided last.
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Affiliation(s)
| | - Eryong Xue
- China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China; (J.L.)
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Jakstas T, Follong B, Bucher T, Miller A, Shrewsbury VA, Collins CE. Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research. Int J Behav Nutr Phys Act 2023; 20:108. [PMID: 37700281 PMCID: PMC10498614 DOI: 10.1186/s12966-023-01502-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 08/10/2023] [Indexed: 09/14/2023] Open
Abstract
BACKGROUND Teachers form a large and essential workforce globally. Their wellbeing impacts personal health-related outcomes with flow on effects for the health, and wellbeing of their students. However, food and nutrition (FN) interventions that include teachers, typically neglect the impact of personal FN factors on a teachers' ability to achieve optimal nutrition-related health and wellbeing, and successfully fulfil their professional FN roles as health promoters, gate keepers, educators', and role models. The aim of this review was to scope FN constructs that have been studied internationally regarding teacher FN-related health and wellbeing. METHODS Six databases were searched, and papers extracted in June/July 2021. Eligibility criteria guided by the population, concept, context mnemonic included studies published after 2000, in English language, with an aspect of personal FN-related health and wellbeing, among in-service (practising) and pre-service (training), primary, and secondary teachers. Screening studies for inclusion was completed by two independent researchers with data extraction piloted with the same reviewers and completed by lead author, along with complete descriptive and thematic analysis. RESULTS Ten thousand six hundred seventy-seven unique articles were identified with 368 eligible for full text review and 105 included in final extraction and analysis. Sixty-nine descriptive studies were included, followed by 35 intervention studies, with the main data collection method used to assess both personal and professional FN constructs being questionnaires (n = 99 papers), with nutrition knowledge and dietary assessment among the most commonly assessed. CONCLUSION FN constructs are used within interventions and studies that include teachers, with diversity in constructs included and how these terms are defined. The evidence from this scoping review can be used to inform data collection and evaluation in future epidemiological and interventional research that addresses teacher FN-related health and wellbeing.
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Affiliation(s)
- Tammie Jakstas
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Berit Follong
- National Institute for Health Innovation, The University of Auckland, Auckland, 1010, New Zealand
| | - Tamara Bucher
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
- School of Environmental and Life Sciences, College of Engineering, Science and Environment, The University of Newcastle, Callaghan, NSW, 2308, Australia
| | - Andrew Miller
- School of Education, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Priority Research Centre for Teachers and Teaching, The University of Newcastle, Callaghan, NSW, 2308, Australia
| | - Vanessa A Shrewsbury
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Clare E Collins
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia.
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia.
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DeShazer MR, Owens JS, Himawan LK. Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress. SCHOOL MENTAL HEALTH 2023; 15:1-15. [PMID: 37359155 PMCID: PMC10191405 DOI: 10.1007/s12310-023-09586-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2023] [Indexed: 06/28/2023]
Abstract
Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. Aims of this study were to (1) assess the replicability of a previous finding that teachers rate their students with elevated ADHD symptoms to be more stressful to teach than students without these symptoms and (2) explore the extent to which key factors (i.e., overall work-related stress and student-teacher relationship quality) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed an online survey about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these symptoms (d = 1.52). Additionally, overall work-related stress and conflict in the student-teacher relationship exacerbated the relationship between student ADHD symptom severity and related teacher stress, whereas closeness in the student-teacher relationship mitigated this association. Implications of these findings and directions for future research are discussed.
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Affiliation(s)
- Madeline R. DeShazer
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
| | - Julie S. Owens
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
| | - Lina K. Himawan
- Department of Psychology, Ohio University, 22 Richland Ave, Athens, OH 45701 USA
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Zagkas DG, Chrousos GP, Bacopoulou F, Kanaka-Gantenbein C, Vlachakis D, Tzelepi I, Darviri C. Stress and Well-Being of Greek Primary School Educators: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5390. [PMID: 37048004 PMCID: PMC10093913 DOI: 10.3390/ijerph20075390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/08/2023] [Accepted: 03/17/2023] [Indexed: 06/19/2023]
Abstract
The teaching profession has always been challenging, while for various reasons the magnitude of observed stress in teachers has been continually growing over time. This study was conducted to demonstrate the relevance of stress in this professional group and to generate evidence for the benefit of primary school teachers and, indirectly, their pupils. To this end, we examined a large number of school teachers in a descriptive cross-sectional study. The survey comprised 786 primary school instructors aged 21 to 65 years, 646 women (82.2%) and 140 males (17.8%), and was performed from March to October 2022. Participants were asked about their gender, age, marital status, place of domicile, satisfaction with their income, whether their income met their needs, number of children, whether they cared for a person with a disability, work experience, alcohol use, eating patterns, and their height and weight for computation of their Body Mass Index (BMI). The survey included the Teacher Subjective Well-being Questionnaire (TSWQ), the Perceived Stress Scale (PSS), the Healthy Lifestyle and Personal Control Questionnaire (HLPCQ), and the Pittsburgh Sleep Quality Index (PSQI). The results showed that there were significant differences between the two sexes in age, marital status, work experience, smoking, alcohol use, and eating breakfast. Furthermore, there were significant differences between the two sexes in BMI, PSS Total, Dietary Health Choice, Harm Avoidance and Total HLPCQ. The variance of PSS Total was predicted by Sex, Teacher Efficacy, Total PSQI, Dietary Health Choice, organized physical exercise, social support and mental control, and Total HLPCQ. Between teacher efficacy, school connectedness, teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and PSS Total, the correlation coefficients were negative and significant at the <0.05 level. Between Total PSQI and PSS Total, the correlation coefficient was positive and significant at the <0.05 level. Between teacher efficacy, school connectedness and teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and Total PSQI, the correlation coefficients were negative and significant at the <0.05 level. In summary, we demonstrated that Greek primary school teachers experience significant stress, which is intertwined with their way of life, and reflected in significant decreases in their sense of well-being, quality of sleep, and overall life satisfaction, as well as in their standards of teaching.
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Affiliation(s)
- Dimitrios G. Zagkas
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
| | - George P. Chrousos
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
- Center for Adolescent Medicine and Adolescent Health Care, First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
- University Research Institute of Maternal and Child Health and Precision Medicine, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
| | - Flora Bacopoulou
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
- Center for Adolescent Medicine and Adolescent Health Care, First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
- University Research Institute of Maternal and Child Health and Precision Medicine, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
- Aghia Sophia Children’s Hospital, National and Kapodistrian University of Athens, 11527 Athens, Greece
| | - Christina Kanaka-Gantenbein
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
- Center for Adolescent Medicine and Adolescent Health Care, First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
- University Research Institute of Maternal and Child Health and Precision Medicine, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece
- Aghia Sophia Children’s Hospital, National and Kapodistrian University of Athens, 11527 Athens, Greece
| | - Dimitrios Vlachakis
- Laboratory of Genetics, Department of Biotechnology, School of Applied Biology and Biotechnology, Agricultural University of Athens, 11855 Athens, Greece
| | - Ioanna Tzelepi
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
| | - Christina Darviri
- Postgraduate Course of Stress Management and Health Promotion, Medical School, National and Kapodistrian University of Athens, 11527 Athens, Greece (C.D.)
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Aspiranti KB, Ebner S. A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2023. [DOI: 10.1080/15377903.2023.2182858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
Affiliation(s)
| | - Sara Ebner
- University of Kentucky, Lexington, Kentucky, USA
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Vadvilavičius T, Varnagirytė E, Jarašiūnaitė-Fedosejeva G, Gustainienė L. The Effectiveness of Mindfulness-Based Interventions for Police Officers' Stress Reduction: a Systematic Review. JOURNAL OF POLICE AND CRIMINAL PSYCHOLOGY 2023; 38:223-239. [PMID: 36741275 PMCID: PMC9885068 DOI: 10.1007/s11896-022-09570-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/29/2022] [Indexed: 06/18/2023]
Abstract
The profession of a police officer is associated with high levels of stress, which can have harmful consequences for officers' personal lives, the police organisation, and society. This systematic review aims to synthesise recent literature on the effectiveness of mindfulness-based intervention related to stress reduction (MBIs) in a sample of police officers. The search of relevant articles was applied in four databases (SpringerLink, Web of Science, Academic Search Ultimate (EBSCO), and PubMed), using the following inclusion criteria: (1) study involved police officers; (2) study used (quasi)experimental research design; (3) mindfulness-based stress reduction intervention was applied as the main intervention; and (4) study presented pre- and post-intervention measures and quantitative results of stress. The systematic review of eight articles included in the analysis revealed that MBIs were effective in reducing police officers' stress and other stress-related outcomes (sleep problems, post-traumatic stress disorder (PTSD), negative affect, burnout).
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Affiliation(s)
- Tadas Vadvilavičius
- Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos St. 66/328, 44191 Kaunas, Lithuania
| | - Erika Varnagirytė
- Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos St. 66/328, 44191 Kaunas, Lithuania
| | - Gabija Jarašiūnaitė-Fedosejeva
- Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos St. 66/328, 44191 Kaunas, Lithuania
| | - Loreta Gustainienė
- Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos St. 66/328, 44191 Kaunas, Lithuania
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Woods S, Sebastian J, Herman KC, Huang FL, Reinke WM, Thompson AM. The relationship between teacher stress and job satisfaction as moderated by coping. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Affiliation(s)
- Seth Woods
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
| | - James Sebastian
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
| | - Keith C. Herman
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
| | - Francis L. Huang
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
| | - Wendy M. Reinke
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
| | - Aaron M. Thompson
- Department of Educational Leadership and Policy Analysis University of Missouri‐Columbia Missouri Columbia USA
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Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic. SCHOOL MENTAL HEALTH 2023; 15:272-286. [PMID: 36275887 PMCID: PMC9580421 DOI: 10.1007/s12310-022-09549-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/20/2022] [Indexed: 11/11/2022]
Abstract
As the frontline of our education system, teachers endure greater job-related stress than other professionals, even under the best of circumstances. While they were already exposed to certain stressors affecting their emotional health, the pandemic outbreak introduced new challenges putting teachers at risk of experiencing higher rates of emotional distress. This longitudinal study aimed to identify changes in teaching stressors and teachers' coping strategies in the period before the pandemic to the immediate outbreaks of COVID-19 in Fall 2020. In addition, we examined the correlation of teachers' coping approaches with stress, anxiety, and depression to understand if coping strategies correlate and predict such emotional distress. To this end, 376 English as a foreign language (EFL) teachers in Iran in the first wave and 351 in the second wave completed a battery of validated inventories capturing their emotional distress, teaching stressors, and coping approaches. The mean scores of the stressors and coping strategies across two waves indicated significant shifts toward using functional coping strategies upon experiencing new demands. Furthermore, we found that novice teachers experienced higher rates of stress and anxiety, which were positively associated with dysfunctional coping strategies. The results of the stepwise regression analysis with (dys)functional coping strategies indicated that coping mechanisms significantly account for 25% of variances in stress, anxiety, and depression. The implications of the study regarding promoting teacher mental health through identifying the risk factors associated with dysfunctional coping strategies have been discussed.
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Masluk B, Gascón-Santos S, Oliván-Blázquez B, Bartolomé-Moreno C, Albesa A, Alda M, Magallón-Botaya R. The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers. Front Psychol 2022; 13:1059899. [DOI: 10.3389/fpsyg.2022.1059899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Accepted: 11/03/2022] [Indexed: 11/25/2022] Open
Abstract
IntroductionMultiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general.ObjectiveTo analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators.Materials and methodsA cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity.ResultsWhile 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy.ConclusionVery different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered.
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Brady LL, McDaniel SC, Choi Y. Teacher stress and burnout: The role of psychological work resources and implications for practitioners. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Lisa L. Brady
- Department of Management University of Alabama Tuscaloosa Alabama USA
| | - Sara C. McDaniel
- Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA
| | - Youn‐Jeng Choi
- Department of Education Ewha Womans University Seoul South Korea
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Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Front Psychol 2022; 13:876521. [PMID: 35719535 PMCID: PMC9204143 DOI: 10.3389/fpsyg.2022.876521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Accepted: 05/12/2022] [Indexed: 11/13/2022] Open
Abstract
Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers' (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers' basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers' intraindividual goal conflicts.
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Affiliation(s)
- Julia Gorges
- FB21 Institute of Educational Science, Philipps-University Marburg, Marburg, Germany
| | - Phillip Neumann
- Faculty of Education Science, Bielefeld University, Bielefeld, Germany
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15
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Ma K, Liang L, Chutiyami M, Nicoll S, Khaerudin T, Ha XV. COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work 2022; 73:3-27. [PMID: 35527618 DOI: 10.3233/wor-220062] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.
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Affiliation(s)
- Kang Ma
- Jiangsu Provincial Key Constructive Laboratory for Big Data of Psychology and Cognitive Science, Yancheng Teachers University, Yancheng, Jiangsu, China
| | - Luyao Liang
- School of Education, Macquarie University, Sydney, Australia
| | - Muhammad Chutiyami
- School of Education, Macquarie University, Sydney, Australia.,School of Nursing, Institute of Health & Management, Sydney, Australia
| | - Sandy Nicoll
- School of Education, Excelsia College, Sydney, Australia
| | - Teguh Khaerudin
- School of Education, Macquarie University, Sydney, Australia.,Faculty of Education, UIN Syarif Hidayatullah, Jakarta, Indonesia
| | - Xuan Van Ha
- Department of Linguistics, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia.,Department of Foreign Languages, Ha Tinh University, Ha Tinh, Vietnam
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16
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Shernoff ES, Ruork AK, Nadeem E, Rizvi SL. The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Elisa S. Shernoff
- School Psychology Department Rutgers University Piscataway New Jersey USA
| | - Allison K. Ruork
- School Psychology Department Rutgers University Piscataway New Jersey USA
| | - Erum Nadeem
- School Psychology Department Rutgers University Piscataway New Jersey USA
| | - Shireen L. Rizvi
- School Psychology Department Rutgers University Piscataway New Jersey USA
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17
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Fynes-Clinton S, Sherwell C, Ziaei M, York A, O'Connor ES, Forrest K, Flynn L, Bower J, Reutens D, Carroll A. Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers. NPJ SCIENCE OF LEARNING 2022; 7:5. [PMID: 35444214 PMCID: PMC9021303 DOI: 10.1038/s41539-022-00123-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Accepted: 03/15/2022] [Indexed: 06/14/2023]
Abstract
Teacher stress and burnout has been associated with low job satisfaction, reduced emotional wellbeing, and poor student learning outcomes. Prolonged stress is associated with emotion dysregulation and has thus become a focus of stress interventions. This study examines emotional interference effects in a group of teachers suffering from high stress and to explore how individual differences in cognitive control, emotion dysregulation, and emotion recognition related to patterns of neural activation. Forty-nine teachers suffering moderate-high stress participated in an emotional counting Stroop task while their brain activity was imaged using functional magnetic resonance imaging. Participants viewed general or teacher specific words of either negative or neutral valence and were required to count the number of words on screen. Behavioural and neuroimaging results suggest that teachers are able to control emotional responses to negative stimuli, as no evidence of emotional interference was detected. However, patterns of neural activation revealed early shared engagement of regions involved in cognitive reappraisal during negative task conditions and unique late engagement of the hippocampus only while counting teacher-specific negative words. Further, we identified that greater emotion dysregulation was associated with increased activation of regions involved in cognitive control processes during neutral word trials. Teachers who showed slower emotion recognition performance were also found to have greater activation in regions associated with visual and word processing, specifically during the teacher specific negative word condition of the task. Future research should explore emotion regulation strategy use in teachers and utilise temporally sensitive neuroimaging techniques to further understand these findings.
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Affiliation(s)
- Samuel Fynes-Clinton
- Centre for Advanced Imaging, The University of Queensland, Brisbane, QLD, Australia.
- School of Education, The University of Queensland, Brisbane, QLD, Australia.
| | - Chase Sherwell
- School of Education, The University of Queensland, Brisbane, QLD, Australia
| | - Maryam Ziaei
- Centre for Advanced Imaging, The University of Queensland, Brisbane, QLD, Australia
| | - Ashley York
- School of Psychology, The University of Queensland, Brisbane, QLD, Australia
| | | | - Kylee Forrest
- School of Education, The University of Queensland, Brisbane, QLD, Australia
| | - Libby Flynn
- School of Education, The University of Queensland, Brisbane, QLD, Australia
| | - Julie Bower
- School of Education, The University of Queensland, Brisbane, QLD, Australia
| | - David Reutens
- Centre for Advanced Imaging, The University of Queensland, Brisbane, QLD, Australia
| | - Annemaree Carroll
- School of Education, The University of Queensland, Brisbane, QLD, Australia
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18
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Bakhuys Roozeboom MC, Niks IMW, Schelvis RMC, Wiezer NM, Boot CRL. Design of a Participatory Organizational-Level Work Stress Prevention Approach in Primary Education. Front Psychol 2022; 13:827278. [PMID: 35432065 PMCID: PMC9006983 DOI: 10.3389/fpsyg.2022.827278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 02/15/2022] [Indexed: 12/01/2022] Open
Abstract
Background Work stress is a serious problem in primary education. Decades of research underline the importance of participatory, organizational-level work stress prevention approaches. In this approach, measures are planned to tackle causes of work stress in a participatory manner and implemented by a working group consisting of members of the organization. This approach can only be effective if the measures contain effective ingredients to decrease work stress risks and are successfully implemented. The aim of this paper is to present an outline of a work stress prevention approach that is evaluated in primary education. To ensure the appropriateness of measures, a logic model of change is built as part of the risk assessment to facilitate the selection of appropriate measures. Progression on target behaviors as well as implementation factors are real-time monitored during implementation and fed back to the working groups, to provide the opportunity to adjust action plans when needed to optimize implementation. Methods The approach consists of five steps: (1) preparation: installing an advisory board and working groups, (2) risk assessment: inventory of work stress risks (questionnaires and focus groups). In addition, a behavioral analysis is performed to build a logic model of change to facilitate selection of measures, (3) action planning: conducting an action plan with appropriate measures (focus groups), (4) implementation: implementing the action plan. During implementation progression on target behaviors and implementation factors are monthly monitored and fed back to the working groups, and (5) evaluation: effects of the approach are studied in a controlled trial with measurements at baseline (T0), 1 year (T1), and 2 years (T2) follow-up. A process evaluation is carried out using quantitative (questionnaires and real-time monitoring data) and qualitative (interviews and data logs) data to study the implementation process of all steps of the work stress approach. Discussion We believe that building a logic model of change and real-time monitoring of implementation could be of added value to improve the success of the work stress prevention approach. With this study, we aim to provide more insights into work stress intervention research, especially in primary education. Clinical Trial Registration The study is registered in Netherlands Trial Register (ClinicalTrials.gov #NL9797, October 18, 2021).
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Affiliation(s)
- Maartje C Bakhuys Roozeboom
- TNO (The Netherlands Organization for Applied Scientific Research), Leiden, Netherlands.,Department of Public and Occupational Health, Amsterdam Public Health Research Institute, VU University, Amsterdam, Netherlands
| | - Irene M W Niks
- TNO (The Netherlands Organization for Applied Scientific Research), Leiden, Netherlands
| | - Roosmarijn M C Schelvis
- Department of Public and Occupational Health, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, University of Amsterdam, Academic Medical Center, Amsterdam, Netherlands
| | - Noortje M Wiezer
- TNO (The Netherlands Organization for Applied Scientific Research), Leiden, Netherlands
| | - Cécile R L Boot
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, VU University, Amsterdam, Netherlands
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19
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Evaluating an ACT-Based Brief Intervention for Educators Treatment Package on Reported Well-Being and ACT-Consistent Language in the Classroom. Behav Anal Pract 2022; 16:156-171. [PMID: 35401945 PMCID: PMC8985392 DOI: 10.1007/s40617-022-00707-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2022] [Indexed: 11/24/2022] Open
Abstract
Educators continue to experience stress and burnout, both of which have been negatively impacted by the COVID-19 pandemic, and there continues to be a need to develop interventions that support not only educators’ well-being, but a climate within school buildings that fosters psychological well-being for students and school staff alike. Acceptance and Commitment Therapy (ACT) is one promising approach to interventions for both educator and student psychological well-being. The present study sought to evaluate the effect of a low-dosage, online, and remotely delivered ACT intervention for educators on self-reported burnout, psychological flexibility, ACT knowledge, and frequency of use of ACT-consistent language while teaching in an alternative educational setting. The ACT-based intervention targeted the development of educator psychological flexibility, but the analysis provided an evaluation of non-targeted participants’ use of ACT-consistent language in the classroom, as well. Results suggest an overall improvement in participants’ self-reported burnout and psychological flexibility, an increase in participants’ ACT knowledge following each phase of the study, and an increase in the frequency of ACT-consistent language for all participants following the onset of a feedback component. We discuss potential implications of practical ACT-based interventions for educators in an applied setting and related increases in ACT-consistent verbal stimuli within the classroom setting.
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20
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Preschool Teachers' Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052645. [PMID: 35270334 PMCID: PMC8909723 DOI: 10.3390/ijerph19052645] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 01/20/2022] [Accepted: 02/21/2022] [Indexed: 12/23/2022]
Abstract
COVID-19 has dramatically affected the mental health and work environment of the educational sector. Our primary aim was to investigate preschool teachers’ psychological distress and work engagement during the COVID-19 outbreak, while examining the possible protective role of participating in a mindfulness-based intervention geared to foster compassion (Call2Care-Israel for Teachers; C2C-IT) and emotion regulation. The prevalence of emotional distress, work engagement, and COVID-19 concerns were evaluated in 165 preschool teachers in the early stages of the COVID-19 outbreak in Israel through questionnaires. The findings showed that preschool teachers experienced increased emotional distress. Teachers who had participated in the C2C-IT intervention six months before the pandemic outbreak (N = 41) reported lower emotional distress, higher use of adaptive emotion regulation strategies, and higher work engagement, compared to their counterparts that had not participated in the intervention (N = 124). Emotion regulation strategies mediated the link between participating in CTC-IT intervention and emotional distress and work engagement. Teaching is a highly demanding occupation, especially during a pandemic, thus making it important to invest resources in empowering this population. The findings here suggest that the implementation of a mindfulness-based intervention during the school year can enhance teachers’ well-being, even during stressful events such as the COVID-19 pandemic.
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21
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Manning JB, Blandford A, Edbrooke-Childs J. Digital Companion Choice to Support Teachers' Stress Self-management: Systematic Approach Through Taxonomy Creation. JMIR Form Res 2022; 6:e32312. [PMID: 35171106 PMCID: PMC8892277 DOI: 10.2196/32312] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Revised: 11/02/2021] [Accepted: 11/02/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND There are thousands of digital companions designed for emotional well-being and stress, including websites, wearables, and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate digital companion choice based on contextual or individual information, such as occupation or personal management strategies. OBJECTIVE The aim of this study is to establish a process for creating a taxonomy to support systematic choice of digital companions for teachers' stress self-management. METHODS We used a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2, we identified the dimension of the digital techniques and conceptual descriptions. In step 3, we created 6 criteria for the inclusion of digital companions. In step 4, we used the taxonomy framework created by steps 1 and 2 and populated it with digital companions for stress self-management, as identified in step 3. RESULTS First, in the dimension of stress self-management, we identified four classes of strategies: educational, physiological, cognitive, and social. Second, in the digital techniques dimension, we derived four conceptual descriptions for the digital companions' mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support, and entertainment. Third, we created six criteria for digital companion inclusion in the taxonomy: suitability, availability, evaluation, security, validity, and cost. Using the taxonomy framework and criteria, we populated it with digital companions for stress management ahead of presentation to teachers in a stress study workshop. CONCLUSIONS The elements of our approach can be generalized as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals to understand which digital companion could be of help in their personal context.
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Affiliation(s)
- Julia B Manning
- Interaction Centre, Department of Computer Science, University College London, London, United Kingdom
| | - Ann Blandford
- Institute of Healthcare Engineering, University College London, London, United Kingdom
| | - Julian Edbrooke-Childs
- Evidence-based Practice Unit, University College London and Anna Freud Centre, London, United Kingdom
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22
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Drüge M, Schladitz S, Wirtz MA, Schleider K. Psychosocial Burden and Strains of Pedagogues-Using the Job Demands-Resources Theory to Predict Burnout, Job Satisfaction, General State of Health, and Life Satisfaction. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18157921. [PMID: 34360214 PMCID: PMC8345630 DOI: 10.3390/ijerph18157921] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 07/20/2021] [Accepted: 07/21/2021] [Indexed: 11/16/2022]
Abstract
The current study examines the Job Demands-Resources theory among pedagogical professionals. A total of 466 pedagogues (n = 227 teachers; n = 239 social workers) completed the Copenhagen Psychosocial Questionnaire online. After testing the questionnaire structure using confirmatory factor analysis, a JD-R-based prediction model to predict effects of strains on the outcome constructs of burnout, job satisfaction, general state of health, and life satisfaction was estimated. The results confirm the questionnaire structure (RMSEA= 0.038; CFI = 0.94) as well as the fit of the prediction model (RMSEA = 0.039; CFI = 0.93). The outcome constructs could be predicted by emotional demands, work-privacy conflict, role conflicts, influence at work, scope for decision making, and opportunities for development (0.41 ≤ R² ≤ 0.57). Especially for life satisfaction, a moderator analysis proved the differences between teachers and social workers in the structure of the prediction model. For teachers, quantitative demands and work-privacy conflict are predictive, and for social workers, role conflicts and burnout are predictive. The study offers starting points for job-related measures of prevention and intervention.
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Affiliation(s)
- Marie Drüge
- Department of Psychology, University of Zurich, 8050 Zurich, Switzerland
- Correspondence: (M.D.); (K.S.)
| | | | - Markus Antonius Wirtz
- Department of Psychology, University of Education Freiburg, 79117 Freiburg, Germany;
| | - Karin Schleider
- Department of Psychology, University of Education Freiburg, 79117 Freiburg, Germany;
- Correspondence: (M.D.); (K.S.)
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23
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Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105458. [PMID: 34065219 PMCID: PMC8160750 DOI: 10.3390/ijerph18105458] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 05/07/2021] [Accepted: 05/10/2021] [Indexed: 01/23/2023]
Abstract
This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.
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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09614-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
AbstractThis integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
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25
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Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18062992. [PMID: 33803920 PMCID: PMC8001878 DOI: 10.3390/ijerph18062992] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 03/05/2021] [Accepted: 03/07/2021] [Indexed: 12/11/2022]
Abstract
Psychological stress, loneliness, and psychological inflexibility are associated with poorer mental health and professional performance in university teachers. However, the relationship between these variables is understudied. The aim of the present study is to analyze the mediating role of psychological (in)flexibility on the effect of loneliness on psychological stress. A total of 902 professors from 11 universities in Ecuador were analyzed using standardized scales: the Perceived Stress Scale (PSS-14) to assess psychological stress, the Loneliness Scale Revised-Short (UCLA-3) for loneliness, and the Avoidance and Action Questionnaire (AAQ-7) and Life Engagement Test as double measures of psychological (in)flexibility. Mediation was tested by using PROCESS macro for SPSS. The results indicated that psychological flexibility mediated the relationship between loneliness and stress in university professors, regardless of sex and the measure of psychological (in)flexibility considered. The practical implications of the results are discussed herein.
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Carl J, Sudeck G, Pfeifer K. Competencies for a Healthy Physically Active Lifestyle: Second-Order Analysis and Multidimensional Scaling. Front Psychol 2020; 11:558850. [PMID: 33408660 PMCID: PMC7779792 DOI: 10.3389/fpsyg.2020.558850] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Accepted: 10/30/2020] [Indexed: 01/27/2023] Open
Abstract
The physical activity-related health competence (PAHCO) model assumes that individuals require movement competence, control competence, and self-regulation competence to lead a healthy, physically active lifestyle. Although previous research has already established some measurement factors (n = 8) of the three dimensions, no attempts have so far been made to statistically aggregate them on the sub-competence level. Therefore, the goal of the present study was to test two additional factors for PAHCO and subsequently model the second-order structure with two samples from the fields of rehabilitation and prevention. We conducted two questionnaire surveys with persons with multiple sclerosis (n = 475) and teaching students undergoing a basic qualification course in physical education (n = 502). After performing exploratory items analysis, we used second-order confirmatory factor analysis (CFA) and multidimensional scaling to investigate whether the scales could be bundled in accordance with the PAHCO model. The CFAs with 10 factors (42 items) demonstrated a good model fit. In contrast, the second-order analysis with a simple loading structure on the three sub-competencies revealed an unacceptable model fit. Instead, a second-order model variant was preferred [comparative fit index (CFI) = 0.926, root mean square error of approximation (RMSEA) = 0.048, standardized root mean square residual (SRMR) = 0.065] in which body awareness and self-efficacy had theory-conform cross-loadings. The results of multidimensional scaling (two-dimensional solution) were in line with the extracted second-order structure. The present results suggested that the extension of the measurement instrument to 10 first-order factors was psychometrically justified for the two populations. The results from the second-order analyses provided the basis for the creation of sum scores, representing manifest indicators of movement competence, control competence, and self-regulation competence. Future studies are needed that cross-validate the extended measurement model with other populations and that relate the sub-competencies of PAHCO to indicators of health-enhancing physical activity.
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Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - Gorden Sudeck
- Faculty of Economic and Social Sciences, Institute of Sports Science, Eberhard Karls University Tübingen, Tübingen, Germany
| | - Klaus Pfeifer
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
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Pozo-Rico T, Gilar-Corbí R, Izquierdo A, Castejón JL. Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E8633. [PMID: 33233750 PMCID: PMC7699930 DOI: 10.3390/ijerph17228633] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 11/14/2020] [Accepted: 11/16/2020] [Indexed: 11/16/2022]
Abstract
Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.
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Affiliation(s)
- Teresa Pozo-Rico
- Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain; (A.I.); (J.-L.C.)
| | - Raquel Gilar-Corbí
- Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain; (A.I.); (J.-L.C.)
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Martínez JP, Méndez I, Ruiz-Esteban C, Fernández-Sogorb A, García-Fernández JM. Profiles of Burnout, Coping Strategies and Depressive Symptomatology. Front Psychol 2020; 11:591. [PMID: 32300323 PMCID: PMC7142211 DOI: 10.3389/fpsyg.2020.00591] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Accepted: 03/12/2020] [Indexed: 11/16/2022] Open
Abstract
Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.
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Affiliation(s)
- Juan Pedro Martínez
- Department of Developmental Psychology and Education, University of Murcia, Murcia, Spain
| | - Inmaculada Méndez
- Department of Developmental Psychology and Education, University of Murcia, Murcia, Spain
| | - Cecilia Ruiz-Esteban
- Department of Developmental Psychology and Education, University of Murcia, Murcia, Spain
| | - Aitana Fernández-Sogorb
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
| | - José Manuel García-Fernández
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
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