Burn-out and stress percipience benefits of a stress management program by autogenic relaxation training for teachers: A pilot study

According to recent studies in the field of human resource management (HRM), especially in project-based organizations (PBOs), stress is recognized as a factor that has a paramount significance on the performance of staff. Previous studies in organizational stress management have mainly focused on identifying job stressors and their effects on organizations. Contrary to the previous studies, this paper aims to propose a comprehensive decision-support system that includes identifying stressors, assessing organizational stress levels, and providing solutions to improve the performance of the organization. A questionnaire is designed and distributed among 170 senior managers of a major project-based organization in the field of the energy industry in Iran to determine organizational stressors. Based on the questionnaire results and considering the best worst method (BWM) as an approach to determine the weighting vector, the importance degree of each stressor is calculated. In the next stage, a decision-support model is developed to assess the stress level of a PBO through fuzzy inference systems (FIS). Some main advantages of the proposed hybrid decision-support model include (i) achieving high-reliable results by not-so-time-consuming computational volume and (ii) maintaining flexibility in adding new criteria to assess the occupational stress levels in PBOs. Based on the obtained results, six organizational stressors, including job incongruity, poor organizational structure, poor project environment, work overload, poor job promotion, and type A behavior, are identified. It is also found that the level of organizational stress is not ideal. Finally, some main recommendations are proposed to manage occupational stresses at the optimum level in the considered sector.

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A hybrid decision-making framework to manage occupational stress in project-based organizations

Sazvar

Nayeri

Mirbagheri

et al. 2022

Soft Comput

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Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses

et al. 2023

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This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

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Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

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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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Burn-out and stress percipience benefits of a stress management program by autogenic relaxation training for teachers: A pilot study

Cited by 5 publications

References 12 publications

A hybrid decision-making framework to manage occupational stress in project-based organizations

A hybrid decision-making framework to manage occupational stress in project-based organizations

Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

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