Reducing Teacher Stress

Bertoch, Michael R.; Nielsen, Elwin C.; Curley, Jeffrey R.; Borg, Walter R.

doi:10.1080/00220973.1989.10806500

Cited by 32 publications

(13 citation statements)

References 6 publications

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“…However, the majority of interventions to address teacher stress target individual predictors and focus on what teachers can do to mitigate and overcome job-related stress, including stress inoculation training and stress management (Cecil & Forman, 1990;Tunnecliffe, Leach & Tunnecliffe, 1986); progressive relaxation training (Bertoch, Nielson, Curley, & Borg, 1989); meditation (Anderson, Levinson, Barker, & Kiewra, 1999); and improvements in health, fitness, and nutrition (Michela, Lukaszewski, & Allegrante, 1995).…”

Section: Interventions Targeting the Predictors Of Teacher Stressmentioning

confidence: 99%

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Shernoff

Mehta

Atkins

et al. 2011

School Mental Health

178

125

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Although urban teachers are at-risk of experiencing significant work-related stress, urban teacher stress has been neglected in the research literature to date. Through semi-structured interviews conducted with a sample of K-4 urban teachers (N = 14) from three highpoverty schools in a large, Midwestern city, we examined teachers' perceptions regarding sources and impact of stress and the resources needed to address identified stressors. Results from consensual qualitative research (CQR; Hill et al. in Couns Psychol, 25:517-572, 1997; Hill et al. in Consensual qualitative research: an update, 2005) suggest that at least one-half of the cases identified lack of resources, excessive workload, school-level disorganization, managing behavior problems, and accountability policies as significant sources of stress. The majority of teachers reported that occupational stress significantly impacted their personal relationships and physical health, and teachers identified human and material resources as most important to reducing work-related stress. Implications for organizationally based interventions and school policies to address urban teacher stress are discussed.

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Section: Interventions Targeting the Predictors Of Teacher Stressmentioning

confidence: 99%

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Shernoff

Mehta

Atkins

et al. 2011

School Mental Health

178

125

View full text Add to dashboard Cite

show abstract

“…The highly varied approach to teacher stress interventions, as well as the multidimensional nature of teacher stress, suggested that searching for a single univariate solution may be futile (Bertoch, Nielsen, Curley, & Borg, ). However, categorizing and examining whether one type of teacher stress intervention is more effective than others may be particularly important when considering multiple treatment options and thus assisting school psychologists and administrators to allocate resources more effectively.…”

Section: Teacher Stress Interventionsmentioning

confidence: 99%

Teacher stress interventions: A systematic review

Embse

Ryan

Gibbs

et al. 2019

Psychology in the Schools

127

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Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.

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“…Cecil and Forum 15) found that stress inoculation training (n=17), but not co-worker support (n=17), was effective at reducing teachers' selfreported stress level. Although Richardson and Rothstein reviewed studies published through 2006, only these four studies [12][13][14][15] targeted teachers and all of them were reported two decades ago, having taken place between 1985 and 1990. Only two studies 14,15) reported details of the use of the cognitive-behavioral approach in an intervention, and one 14) assessed anxiety rather than stress as the outcome measure.…”

mentioning

confidence: 99%

“…Richardson and Rothstein 8) reviewed 36 studies on occupational stress management, but only four of these studies targeted teachers and among them only three studies tested CB interventions and used other multimodal interventions. Bertoch et al 12) used a 12-week multimodal intervention including deep breathing and social support without a cognitive-behavioral element. They found significantly lower stress among the 15 teachers in the intervention group than in the control group.…”

mentioning

confidence: 99%

A Brief Cognitive‐behavioral Stress Management Program for Secondary School Teachers

Leung

Chiang

Chui

et al. 2011

Journal of Occupational Health

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This study aimed to assess the efficacy of a brief cognitivebehavioral program that was designed to reduce the work-related stress levels of secondary school teachers. Methods: A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the HealthPromoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. Results: After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). Conclusions: The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects. (J Occup Health 2011; 53: 23-35)

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Reducing Teacher Stress

Cited by 32 publications

References 6 publications

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Teacher stress interventions: A systematic review

A Brief Cognitive‐behavioral Stress Management Program for Secondary School Teachers

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