Factors influencing mental health improvements in school teachers

Braeunig, Matthias; Pfeifer, Ruth; Schaarschmidt, Uwe; Lahmann, Claas; Bauer, Joachim

doi:10.1371/journal.pone.0206412

Cited by 12 publications

(12 citation statements)

References 11 publications

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“…On the one hand, this supports the assumption that collaborative case reflection could help reduce stress and, thus, emulate the effects of supervision. Similar results have been found in a study implementing the Freiburg model coaching program (Braeuning et al, 2018). On the other hand, there might be more complex statistical interaction effects at work that differ between study 1 and study 2, in addition to the different sample sizes.…”

Section: Discussionsupporting

confidence: 84%

“…A German example for a structured and evidence-based intervention is a program applying guided supervision coaching groups for teachers across a time period of at least 6 weeks with 2 h/week (called Freiburg model; Braeuning et al, 2018). The objective of the Freiburg model is to increase teacher health.…”

Section: Interventions To Support the Development Of Socio-emotional mentioning

confidence: 99%

“…to act self-efficient focusing on potentials, it can be assumed that emotional exhaustion is reduced due to an increase in effective coping mechanisms (c.f. Braeuning et al, 2018). To operationalize this conceptual foundation of the online program, we applied the emotional exhaustion subscale of a German measure by Enzmann and Kleiber (1989) based on the Maslach Burnout Inventory (Maslach et al, 1996).…”

Section: Emotional Exhaustionmentioning

confidence: 99%

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Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies

2019

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Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus 3) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus 3. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus 3 to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher-student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus 3 showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus 3. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students.

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Section: Discussionsupporting

confidence: 84%

Section: Interventions To Support the Development Of Socio-emotional mentioning

confidence: 99%

Section: Emotional Exhaustionmentioning

confidence: 99%

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Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies

2019

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“…The quality of teacher-student interaction fully mediates the relationship between teachers' perception of pupil misbehaviors and teachers' well-being [5]. The result was replicated [6], emphasizing that the quality of teacher-student interaction could be a key factor for the wellbeing and the mental health of teachers [7].…”

Section: Introductionmentioning

confidence: 90%

Cognitive-behavioral correlates of pupil control ideology

Samfira

Sava

2021

PLoS ONE

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

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“…Work behaviour: Work behaviour is assessed using short versions of the Occupational Self-Efficacy Scale (BSW, Berufliche Selbstwirksamkeit) and the Work-related Behaviour and Experience Patterns questionnaire (AVEM-44).Self-efficacy is measured using a short version of the BSW[42]. The instrument consists of 8 items with 6-point Likert scales.The interplay between work, personality and health is assessed using the short version of the AVEM-44[43][44][45][46]. The AVEM addresses three aspects which are particularly important for coping withoccupational challenges.…”

mentioning

confidence: 99%

IMPROVEjob – Participatory intervention to improve job satisfaction of general practice teams: A model for structural and behavioural prevention in small and medium-sized enterprises – a study protocol of a cluster-randomised controlled trial

Weltermann

Kersting

Pieper

et al. 2020

Preprint

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Background: Perceived high chronic stress is twice as high prevalent among German general practitioners (GP) and non-physician medical staff compared to the general population. The reasons are multi-factorial and include patient, practice, health-care system and societal factors, such as multi-morbidity, the diversity of populations, and innovations in medical care. Also, practice-related factors like stressful patient-staff interactions, poor process management with waiting times, and lack of leadership play a role. This publicly funded study evaluates the effectiveness of the newly developed participatory, interdisciplinary, and multimodal IMPROVEjob intervention on job satisfaction among general practice personnel. The intervention aims at structural stress prevention with regard to working conditions and behavioural stress prevention for leaders and other practice personnel.Methods: In this cluster-randomised controlled trial, a total of 56 general practices will be assigned to either (1) participation in the IMPROVEjob intervention for nine months or (2) the waiting-list control group. The IMPROVEjob intervention consists of the following elements: three workshops, a toolbox with supplemental material, and an implementation period with regular contact to so-called IMPROVEjob facilitators. The first workshop, addressing leadership issues, is designed for physicians with leadership responsibilities only. The two subsequent workshops target all GP and non-physician personnel; they address issues regarding communication (with patients and within the team), self- and team-care as well as practice organisation. During the nine-month implementation period, practices will be contacted by IMPROVEjob facilitators to enhance motivation. Additionally, the practices will have access to the toolbox materials online. At baseline and follow-up, all participants will complete questionnaires. The primary outcome is the change in job satisfaction as measured with the respective scale of the validated German version of the Copenhagen Psychosocial Questionnaire (COPSOQ, version 2018). Secondary outcomes obtained by questionnaires and – qualitatively – by facilitators comprise psychosocial working conditions including leadership aspects, expectations regarding and experiences with the workshops, team and individual efforts, and organisational changes.Discussion: It is hypothesised that participation in the IMPROVEjob intervention will improve job satisfaction and thus constitute a structural and behavioural prevention strategy for the promotion of psychological well-being of personnel in general practices and prospectively in other small- and medium-sized enterprises.Trial registration: German Clinical Trials Register, DRKS00012677. Registered 16 October 2019-Retrospectively, https://www.drks.de/drks_web/navigate.donavigationId=trial.HTML&TRIAL_ID=DRKS00012677.

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Factors influencing mental health improvements in school teachers

Cited by 12 publications

References 11 publications

Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies

Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies

Cognitive-behavioral correlates of pupil control ideology

IMPROVEjob – Participatory intervention to improve job satisfaction of general practice teams: A model for structural and behavioural prevention in small and medium-sized enterprises – a study protocol of a cluster-randomised controlled trial

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