A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program

Ghasemi, Farshad; Herman, Keith C.; Reinke, Wendy M.

doi:10.1080/10615806.2022.2103118

Cited by 17 publications

(19 citation statements)

References 19 publications

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“…Offering similar programs to faculty members could decrease stress resulting from their role conflict and lead to less emotional exhaustion, ultimately resulting in lower turnover intention. Third, early intervention and support for such faculty assistance programs ( Wang et al, 2022 ) and counseling ( Ghasemi et al, 2022 ) from universities and institutions of higher education are suggested to alleviate the negative impacts of role conflict and workplace relational conflict in this context.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, the current study investigates the ways in which workplace relational conflict alters the relationship between role conflict and emotional exhaustion as well the relationship between role conflict and turnover intention. Previous studies have highlighted the fact that workplace relational conflict negatively affects faculty members’ ability to cope with the role conflict they experiences ( Zainun et al, 2018 ; Krajcsák, 2022 ; Kundi et al, 2022 ), increases their turnover intention ( Vui-Yee and Yen-Hwa, 2020 ; Akhlaghimofrad and Farmanesh, 2021 ; Counts et al, 2021 ), and increases their emotional exhaustion ( Madigan and Kim, 2021 ; Ghasemi et al, 2022 ; Wray and Kinman, 2022 ). To the best of the researcher’s knowledge, no study has investigated the conceptual model proposed by the current study, which aims to address this ongoing gap in the literature.…”

Section: Introductionmentioning

confidence: 99%

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The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict

Asfahani

2022

Front. Psychol.

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This study examines the impact of emotional exhaustion on faculty role conflict as a source of stress that leads to turnover intention, which is considered to be an undesirable organizational behavior. Drawing on conservation of resources and job-demand theories, the study investigates the moderating effect of workplace relational conflict on the relationships between role conflict among faculty members and both emotional exhaustion and turnover intention. Cross-sectional survey data were collected from 321 faculty members employed in 58 Saudi universities and institutions of higher education. Structural equation modeling revealed that emotional exhaustion mediates the significant positive relationship between faculty members’ role conflict and their turnover intention and that these mediating effects are enhanced by the moderating effect of workplace relational conflict on the significant positive relationship between emotional exhaustion and turnover intention. Unexpectedly, the moderating effect of workplace relational conflict on the relationship between role conflict and emotional exhaustion was not supported by the results. The study concludes by highlighting several theoretical and practical implications and providing suggestions for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict

Asfahani

2022

Front. Psychol.

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“…Dahal and Pradhan 2018 [43] Nepal (Asia) Non-RCT This review found 40 articles with sixteen types of interventions for addressing burnout and stress in teachers: (a) 18 studies on mindfulness-based interventions [12,[23][24][25]27,29,[33][34][35][36][37][38][39][40][41] including in combination with yoga [32] or in combination with Cognitive Behavioural Therapy (CBT) [26,42], (b) seven studies reported on CBT only [30,31] or CBT in combination with yoga [22,28], or other derivatives, e.g., Inquiry-Based Stress Reduction (IBSR) [57,60] and Cyclic meditation [43] (c) seven studies used Rational Emotive Behavior Therapy [44][45][46][47][48][49][50], (d) one study on Sports-Based Physical Activity Program [55] (e) Christian prayer and prayer-reflection [52] (f) Group Sandplay [58], (g) stress reduction training (e.g., Stress Management and Resiliency Training Program (SMART) [51], Autogenic Training [59], Progressive Muscle Relaxation with music and aromatherapy [53]), and (h) interventions focusing on building social and emotional competence (e.g., A+ intervention [56], Ability Model of Emotional intelligence…”

Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

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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“…This finding aligns with previous research (e.g., Klassen & Chiu, 2010 ), indicating the prevalence of stress in novice teachers with low self-efficacy. Through identifying teachers at risk of experiencing high rates of stress and anxiety at different time points, a specific interventional program targeting their coping skills and competence, along with optimizing contextual support should be implemented to improve teachers’ mental health (Ghasemi et al, 2022 ; Herman et al, 2020 ). For instance, novice teachers could be provided with a supportive environment through peer-mentoring methods in order to facilitate professional development and alleviate job-related stress and anxiety (Ghasemi, 2022b ).…”

Section: Discussionmentioning

confidence: 99%

“…Among the functional coping strategies, active engagement was a significant predictor of stress and anxiety. Therefore, teachers should be encouraged to take steps to actively engage with the situation by sharing their feelings with a friend, family, or counselor (Ghasemi et al, 2022 ; Ghasemi, 2022b ).…”

Section: Discussionmentioning

confidence: 99%

Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic

Ghasemi

Herman

Reinke

2022

School Mental Health

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As the frontline of our education system, teachers endure greater job-related stress than other professionals, even under the best of circumstances. While they were already exposed to certain stressors affecting their emotional health, the pandemic outbreak introduced new challenges putting teachers at risk of experiencing higher rates of emotional distress. This longitudinal study aimed to identify changes in teaching stressors and teachers’ coping strategies in the period before the pandemic to the immediate outbreaks of COVID-19 in Fall 2020. In addition, we examined the correlation of teachers’ coping approaches with stress, anxiety, and depression to understand if coping strategies correlate and predict such emotional distress. To this end, 376 English as a foreign language (EFL) teachers in Iran in the first wave and 351 in the second wave completed a battery of validated inventories capturing their emotional distress, teaching stressors, and coping approaches. The mean scores of the stressors and coping strategies across two waves indicated significant shifts toward using functional coping strategies upon experiencing new demands. Furthermore, we found that novice teachers experienced higher rates of stress and anxiety, which were positively associated with dysfunctional coping strategies. The results of the stepwise regression analysis with (dys)functional coping strategies indicated that coping mechanisms significantly account for 25% of variances in stress, anxiety, and depression. The implications of the study regarding promoting teacher mental health through identifying the risk factors associated with dysfunctional coping strategies have been discussed.

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A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program

Cited by 17 publications

References 19 publications

The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict

The impact of role conflict on turnover intention among faculty members: A moderated mediation model of emotional exhaustion and workplace relational conflict

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

Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic

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