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Bakhuys Roozeboom MC, Wiezer NM, Schelvis RMC, Niks IMW, Boot CRL. Effects of a participatory work stress prevention approach for employees in primary education: results of a quasi-experimental study. Scand J Work Environ Health 2024; 50:187-196. [PMID: 38289243 PMCID: PMC11064850 DOI: 10.5271/sjweh.4141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Indexed: 03/28/2024] Open
Abstract
OBJECTIVE Work stress is a serious problem for employees in primary education. This study evaluates the effects of a work stress prevention approach on emotional exhaustion and work stress determinants (job crafting behavior, quantitative and emotional demands, leadership, support, autonomy, team culture and feelings of competence), and the impact of implementation success (management commitment, employee involvement, communication during implementation) on these outcomes. METHODS A quasi-experimental study was conducted with an intervention group (4 schools, N=102 employees) and a control group (26 schools, N=656 employees) using questionnaires at baseline (T0), one-year (T1) and two-year (T2) follow-up. Multilevel mixed model analyses were performed to test effects of condition and implementation success on changes in emotional exhaustion and work stress determinants between T0 and T2 in the intervention and control group. RESULTS No effect were found for emotional exhaustion. Improvement of quality of leadership between T0 and T2 was significantly larger in the intervention compared to the control group. Additionally, implementation success was associated with a decrease in unnecessary demands and an increase in quality of leadership, team culture and job crafting behavior. CONCLUSIONS This study shows no direct effect of the approach on emotional exhaustion, but it does show beneficial effects on quality of leadership. Additionally, results suggest that, when successfully implemented, the approach also has beneficial effects on other work stress determinants (ie, job crafting behavior, unnecessary demands and team culture). Results indicate that - if implemented successfully - the organizational-level intervention has the potential to improve the psychosocial work context.
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Bidi SB, Alapati V, Jenifer Dmello V, Weesie E, Gil MT, Shenoy SS, Kurian S, Rajendran A. Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review. F1000Res 2024; 12:424. [PMID: 38666265 PMCID: PMC11043664 DOI: 10.12688/f1000research.131894.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/14/2023] [Indexed: 04/28/2024] Open
Abstract
Background Well-being among teachers contributes toward quality work and better student support. Teachers' well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers' stress and their relevance on their psychological well-being. Methods First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol. Results Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students' behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools. Conclusions The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.
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Affiliation(s)
- Shilpa Badrinath Bidi
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Varalakshmi Alapati
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Venisha Jenifer Dmello
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Edwin Weesie
- Lectorate Finance Economic Innovation, University of Applied Sciences,, Heidelberglaan 15, 3584 CS, Utrecht, Heidelberglaan, 85029 – 3508, Netherlands Antilles
| | - Mathew Thomas Gil
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Sandeep S Shenoy
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Simmy Kurian
- Management studies, Jain (Deemed-to-be University), Kochi campus, Kerala, India
| | - Ambigai Rajendran
- Department of Commerce, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
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Setia G, Ramanathan M, Bhavanani AB, Prabu BSM, B V, N A. Adjuvant yoga therapy for symptom management of functional dyspepsia: A case series. J Ayurveda Integr Med 2023; 14:100715. [PMID: 37216873 PMCID: PMC10213372 DOI: 10.1016/j.jaim.2023.100715] [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: 09/22/2022] [Revised: 03/22/2023] [Accepted: 04/15/2023] [Indexed: 05/24/2023] Open
Abstract
Functional Dyspepsia (FD), commonly called chronic indigestion, comes under the umbrella of 'Disorders of Gut-Brain Axis'. It manifests as a cluster of upper gastrointestinal symptoms including epigastric pain or burning, postprandial fullness and early satiety. Since the pathophysiology is complex, it is often difficult to effectively manage and significantly impacts the patient's quality of life. This case series aims to elucidate the role of Yoga as an adjuvant therapy to modern medicine in providing relief of dyspeptic symptoms in such patients. Yoga is an ancient Indian mind-body practise that has the potential to be used for various brain-gut disorders. Apart from treating the gut disorders from top down (mind-gut) pathway, it may have more direct physiological effects as well. Researches on IBS and one research on abdominal pain related FGID have shown Yoga therapy to be effective in ameliorating the symptoms. In this study, we present three such cases (1 male and 2 female) having a clinical diagnosis of FD in detail. These patients were initially non-responsive to medications but later showed remarkable improvement in symptoms within one month of added Yoga therapy intervention. This study was conducted as a part of a larger study conducted at a tertiary hospital in Pondicherry in collaboration between its Yoga department and Medical Gastroenterology Department. Yoga therapy protocol was given along with their regular medical management for a month. Gastrointestinal Symptom Rating Scale (GSRS) and Dyspepsia Symptom Score questionnaires were used to assess symptoms before and after the intervention period. All three patients showed marked reductions in symptom scores both in the GSRS and Dyspepsia Questionnaire. The present case series suggests effect of adjuvant Yoga therapy in reducing symptoms of functional dyspepsia. Future studies may clarify the psycho-physiological basis of the same.
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Affiliation(s)
- Garima Setia
- Institute of Salutogenesis & Complementary Medicine (ISCM), Sri Balaji Vidyapeeth (SBV) Deemed-to-be University, Pondicherry, India
| | - Meena Ramanathan
- School of Yoga Therapy, ISCM, SBV Deemed-to-be University, Pondicherry, India.
| | | | - B Sajeeth Manikanda Prabu
- Medical Gastroenterology, Mahatma Gandhi Medical College & Research Institute (MGMCRI), SBV Deemed-to-be University, Pondicherry, India
| | - Vinoth B
- Department of Gastroenterology, Aarupadai Veedu Medical College & Hospital, Pondicherry, India
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Agyapong B, Brett-MacLean P, Burback L, Agyapong VIO, Wei Y. Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20095625. [PMID: 37174145 PMCID: PMC10178023 DOI: 10.3390/ijerph20095625] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 04/18/2023] [Accepted: 04/19/2023] [Indexed: 05/15/2023]
Abstract
Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers' stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers' stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
| | | | - Lisa Burback
- Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
| | - Vincent Israel Opoku Agyapong
- Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
- Department of Psychiatry, Dalhousie University, Halifax, NS B3H 2E2, Canada
| | - Yifeng Wei
- Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
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Datu JAD, Lee ASY, Fung WK, Cheung RYM, Chung KKH. Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. J Sch Psychol 2022; 94:66-82. [PMID: 36064216 PMCID: PMC9376344 DOI: 10.1016/j.jsp.2022.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 05/30/2022] [Accepted: 08/09/2022] [Indexed: 11/18/2022]
Abstract
The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p = .01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p = .01), strength (b = 0.62, 95% CI [0.23, 1.01], p = .01), purpose (b = 0.61, 95% CI [0.18, 1.04], p = .01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p = .04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers.
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Affiliation(s)
- Jesus Alfonso D Datu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
| | - Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China.
| | | | - Ryan Yat Ming Cheung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Division of Educational Psychology, Hong Kong Psychological Society, Hong Kong, China
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
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Kosec Z, Sekulic S, Wilson-Gahan S, Rostohar K, Tusak M, Bon M. Correlation between Employee Performance, Well-Being, Job Satisfaction, and Life Satisfaction in Sedentary Jobs in Slovenian Enterprises. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191610427. [PMID: 36012060 PMCID: PMC9408039 DOI: 10.3390/ijerph191610427] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 08/12/2022] [Accepted: 08/17/2022] [Indexed: 05/07/2023]
Abstract
The purpose of this study was to explore the relationship between employees' work performance and their well-being, job satisfaction, and life satisfaction in sedentary jobs in Slovenian enterprises using a mixed-methods research design. The quantitative component of the research included the responses to four selected questionnaires of 120 employees in 22 identified enterprises (out of 81), with more than 20 employees, having more than 85 percent sedentary jobs. Each of four questionnaires was chosen to cover one area of enquiry under the research foci of work performance, job satisfaction, life satisfaction and well-being. The statistical program STATA was used for data analyses. The analysis shows statistically significant positive correlations between employee performance and job satisfaction (r = 0.35), employee performance and life satisfaction (r = 0.28), life satisfaction and well-being (r = 0.33), and job satisfaction and well-being, whereas the correlation between well-being and work performance did not prove to be statistically significant. The qualitative component of the mixed-methods research design included systematic observation combined with one-to-one discussions. The results indicated that job satisfaction and life satisfaction are more significant in determining work performance in sedentary jobs than employee well-being and that being unwell is still considered a sign of weakness; therefore, employees who are unwell do not want to expose themselves and refuse to cooperate in activities and studies about well-being. Further research examining the impact on work performance of organizational climate measurements in sedentary jobs is recommended.
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Affiliation(s)
- Zinka Kosec
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia
| | - Stella Sekulic
- Dental Division, Faculty of Medicine, University of Ljubljana, 1000 Ljubljana, Slovenia
- National Institute for Public Health, 1000 Ljubljana, Slovenia
| | - Susan Wilson-Gahan
- Faculty of Business, Education, Law and Arts, University of Southern Queensland, Springfield Central 4300, Australia
| | - Katja Rostohar
- National Institute for Public Health, 1000 Ljubljana, Slovenia
| | - Matej Tusak
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia
- Correspondence: (M.T.); (M.B.); Tel.: +386-5-167-05-81 (M.B.)
| | - Marta Bon
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia
- Correspondence: (M.T.); (M.B.); Tel.: +386-5-167-05-81 (M.B.)
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Abu Hasan R, Yusoff MSB, Tang TB, Hafeez Y, Mustafa MC, Dzainudin M, Bacotang J, Al-Saggaf UM, Ali SSA. Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074413. [PMID: 35410097 PMCID: PMC8998227 DOI: 10.3390/ijerph19074413] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 03/30/2022] [Accepted: 04/01/2022] [Indexed: 12/10/2022]
Abstract
Resilience is a key factor that reflects a teacher's ability to utilize their emotional resources and working skills to provide high-quality teaching to children. Resilience-building interventions aim to promote positive psychological functioning and well-being. However, there is lack of evidence on whether these interventions improve the well-being or mental health of teachers in early childhood education (ECE) settings. This review examined the overall effectiveness of resilience-building interventions conducted on teachers working in the ECE field. A systematic approach is used to identify relevant studies that focus on resilience-building in countering work stress among early childhood educators. Findings from this review observed a preference of group approaches and varying durations of interventions. This review highlights the challenges of the group approach which can lead to lengthy interventions and attrition amongst participants. In addition to the concerns regarding response bias from self-report questionnaires, there is also a lack of physiological measures used to evaluate effects on mental health. The large efforts by 11 studies to integrate multiple centres into their intervention and the centre-based assessment performed by four studies highlight the need for a centre-focused approach to build resilience among teachers from various ECE centres. A pilot study is conducted to evaluate the feasibility of an integrated electroencephalography-virtual reality (EEG-VR) approach in building resilience in teachers, where the frontal brain activity can be monitored during a virtual classroom task. Overall, the findings of this review propose the integration of physiological measures to monitor changes in mental health throughout the resilience-building intervention and the use of VR as a tool to design a unique virtual environment.
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Affiliation(s)
- Rumaisa Abu Hasan
- Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia; (R.A.H.); (T.B.T.); (Y.H.)
| | - Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, University Sains Malaysia, Kota Bharu 16150, Kelantan, Malaysia;
| | - Tong Boon Tang
- Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia; (R.A.H.); (T.B.T.); (Y.H.)
| | - Yasir Hafeez
- Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia; (R.A.H.); (T.B.T.); (Y.H.)
| | - Mazlina Che Mustafa
- National Child Development Research Centre, University Pendidikan Sultan Idris, Tanjong Malim 35900, Perak, Malaysia; (M.C.M.); (M.D.)
| | - Masayu Dzainudin
- National Child Development Research Centre, University Pendidikan Sultan Idris, Tanjong Malim 35900, Perak, Malaysia; (M.C.M.); (M.D.)
| | - Juppri Bacotang
- Faculty of Psychology and Education, University Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia;
| | - Ubaid M. Al-Saggaf
- Center of Excellence in Intelligent Engineering Systems (CEIES), King Abdulaziz University, Jeddah 21589, Saudi Arabia;
- Department of Electrical and Computer Engineering, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Syed Saad Azhar Ali
- Centre for Intelligent Signal and Imaging Research (CISIR), Electrical and Electronics Engineering Department, University Teknologi PETRONAS, Seri Iskandar 32610, Perak, Malaysia; (R.A.H.); (T.B.T.); (Y.H.)
- Correspondence:
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An Integrative Review on the Research Progress of Mindfulness and Its Implications at the Workplace. SUSTAINABILITY 2021. [DOI: 10.3390/su132413852] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Mindfulness has rapidly become a significant subject area in many disciplines. Most of the work on mindfulness has focused on the perspective of health and healthcare professionals, but relatively less research is focused on the organizational outcomes at the workplace. This review presents a theoretical and practical trajectory of mindfulness by sequential integration of recent fragmented scholarly work on mindfulness at the workplace. The review showcases that most contemporary practical challenges in organizations, such as anxiety, stress, depression, creativity, motivation, leadership, relationships, teamwork, burnout, engagement, performance, well-being, and physical and psychological health, could be addressed successfully with the budding concept of mindfulness. The causative processes due to higher mindfulness that generate positive cognitive, emotional, physiological, and behavioral outcomes include focused attention, present moment awareness, non-judgmental acceptance, self-regulatory functions, lower mind wandering, lower habit automaticity, and self-determination. Employee mindfulness could be developed through various mindfulness interventions in order to improve different organizational requirements, such as psychological capital, emotional intelligence, prosocial behavior, in-role and extra-role performance, financial and economic performance, green performance, and well-being. Accordingly, this review would be beneficial to inspire academia and practitioners on the transformative potential of mindfulness in organizations for higher performance, well-being, and sustainability. Future research opportunities and directions to be addressed are also discussed.
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Hepburn SJ, Carroll A, McCuaig L. Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:9009. [PMID: 34501595 PMCID: PMC8430586 DOI: 10.3390/ijerph18179009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 08/23/2021] [Accepted: 08/23/2021] [Indexed: 12/31/2022]
Abstract
BACKGROUND work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. METHODS the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). DATA ANALYSIS inductive thematic analysis and mixed-methods case study design. RESULTS the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. CONCLUSIONS the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
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Affiliation(s)
- Stevie-Jae Hepburn
- School of Education, The University of Queensland, Brisbane, QLD 4067, Australia;
| | - Annemaree Carroll
- School of Education, The University of Queensland, Brisbane, QLD 4067, Australia;
| | - Louise McCuaig
- Faculty of Humanities and Social Sciences, The University of Queensland, Brisbane, QLD 4067, Australia;
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