Impact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationships

Abstract

The stressful nature of the teaching profession is recognized worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study 'Learn2be@school' introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the functioning of the human brain. This study investigates whether neurocognitive insights contribute to stress reduction in the professional and personal functioning of teachers, and focuses more specifically on the impact of the training on their attitudes (attitude level), understanding (knowledge level) and handling (application level) of complex stress situations. Using a quasi-experimental study design with 12 participants and 28 nonparticipants, data were gathered twice through the use of vignettes and in-depth interviews. The results indicated an impact of the training, not only on the stress experienced by teachers in their professional and personal functioning, but also at the level of the teacher-student relationship and team functioning.

Regression of Self-care Practices on Reducing Burnout among Public High School Teachers of Laguna, Philippines

“…Teachers who fail to address burnout successfully are prone to experience inferior quality student interaction, less productive teaching, and increased absenteeism, which may eventually lead to teacher attrition. Some researchers adopted a more redemptive strategy, using self-care as a prescription for preventing burnout, which they saw as inevitable (Sneyers, Jacobs, & Struyf, 2016). Before burnout sets in, they advised teachers to explore self-care techniques.…”