Stress and coping among student teachers at a South African university: An exploratory study

Draper-Clarke, Lucy Jane; Edwards, David

doi:10.1080/14330237.2016.1250425

Cited by 5 publications

(1 citation statement)

References 39 publications

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“…Additionally, teachers do not receive the necessary training and coping resources to effectively deal with the stressors they experience in their workplace (Tumwebaze & MacLachlan, 2012). These are the many reasons often given for teachers’ poor motivation towards teaching (Tumwebaze & MacLachlan, 2012), their poor outcomes on measures of well-being (Draper-Clarke & Edwards, 2016), and why so many leave the profession altogether (Agezo, 2010).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness and yoga self-care workshop for Northern Ugandan teachers: A pilot study

Matsuba

Williams

2020

School Psychology International

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Teacher stress is evident in many developed countries; however, teacher stress is also evident in many low-income sub-Saharan countries such as Uganda where teachers face additional challenges compared to their North American/European counterpart. The goal of this study was to pilot test a mindfulness and yoga self-care workshop designed for teachers working in post-conflict Northern Uganda to help them cope with stress. Twenty teachers participated in the workshop and were compared to a group of matched wait-list teachers on psychological well-being measures. Results show that self-care teachers showed greater reductions in levels of anger, fear, sadness and perceived hostility, and greater increases in levels of emotional support and friendship compared to wait-list teachers. Moreover, longitudinal exploratory data analyses suggest that many of these effects gradually emerge over the course of the three-month school term. These finds are discussed in the context of how school psychologists can help teachers in developing countries through from yoga-based, mindfulness-type programs, and the need for more scaled-up research.

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