Resilience as a protective factor of chronic stress in teachers

García, M. Inmaculada Vicente de Vera; Gambarte, María Inés Gabari

doi:10.30552/ejihpe.v9i3.332

Cited by 22 publications

(15 citation statements)

References 20 publications

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“…Several studies have demonstrated a positive relationship between teachers' well-being and their efficacy in teaching [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15]. However, practical and applied research on training programs to improve teacher well-being and efficacy is still needed, particularly in light of the extreme challenges posed by the COVID-19 crisis.…”

Section: Work-related Stress Among Teachersmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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Section: Work-related Stress Among Teachersmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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“…However, teachers must be resilient to overcome these circumstances and learn to deal adversity in the current educational systems [7]. In situations of adversity at work, de Vera-García and Gabari-Gambarte [8] mention that the most resilient teachers achieve better skills and competencies in work commitment and reduce chronic stress; while, the less resilient teachers have a predisposition to increase the effect of tiredness and indifference. Furthermore, resilience has been shown to help reduce perceived stress and feelings of exhaustion in teachers [9].…”

Section: Introductionmentioning

confidence: 99%

Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical education teachers

et al. 2022

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Purpose Teachers are exposed to inherent psychosocial risks in the workplace such as chronic stress, psychological distress, exhaustion, and burnout syndrome. To compare the values in psychosocial variables based on compliance with the recommendations for physical activity by the World Health Organization (WHO) and the type of physical activity performed. Methods The study had a non-experimental and comparative design, with measurements in a single group. The sample was composed of 415 physical education teachers from Spain, with an age range of 21–53 years (28.78 ± 6.15) and a heterogeneous distribution of gender (69.4% male; 30.6% women). The Perceived Stress Scale, the Maslach Burnout Inventory, the Connor–Davidson Resilience Scale, and an Ad-Hoc questionnaire were used to record the sociodemographic aspects and physical-sports practice. Results Most of the teachers complied with the recommendations for physical activity practice (n = 335; 80.7%). Physical activity was associated with lower signs of burnout and a greater ability to overcome. Although, teachers who did not comply with WHO recommendations, showed greater stress and emotional exhaustion. In conclusion, enough practice of physical activity based on WHO was shown as a preventive factor of stress and signs of burnout. Conclusions The findings suggest that perform physical activity based on the WHO recommendations helps for work stress prevention and burnout syndrome in teachers, as well as to overcome work adversities.

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“…For H.2, no negative relationships are observed between all the variables that make up the subscales of resilience and burnout syndrome. Very distant results were obtained by de Vera and Gambarte (2019), stating de Vera-García and Gabari-Gambarte, (2019) that resilience is a protective factor against disruptive states such as burnout syndrome and stress. In this case, the study by Martínez-Ramón et al (2021) states that, in the presence of adverse situations, teachers with higher levels of resilience do not burn out, but acquire a greater work commitment, overcoming difficulties.…”

Section: Discussionmentioning

confidence: 96%

Psychosocial status of Physical Education teachers according to socio-demographic characteristics (Condición psicosocial de los profesores de Educación Física según las características sociodemográficas)

González-Valero¹,

Bastida-Castillo²,

Gómez-Carmona³

et al. 2022

Retos

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Currently, teachers are exposed to psychosocial risks specific to the educational context and it is important to overcome and anticipate the adversities involved. Therefore, this study aims to analyse the levels of stress, burnout syndrome and resilience in physical education teachers, as well as to establish the existing relationships according to gender and socio-occupational situation. The study had a non-experimental, descriptive, comparative and correlational design, with measurement in a single group. The sample consisted of 415 physical education teachers from all over Spain, with an age range of 21-53 years (M=28.78±6.15) and a heterogeneous distribution, representing 69.4% of the male gender and 30.6% of the female gender. The Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Connor-Davidson Resilience Scale (CD-RISC) and an Ad-Hoc questionnaire were used to record socio-demographic aspects. Finally, it is observed that, for burnout syndrome, the subscale with the highest score is emotional exhaustion, followed by self-fulfilment and depersonalisation. For resilience, the highest scoring subscale is personal competence, followed by positive acceptance, control and purpose, tolerance of negative events and spiritual influences. Resumen. Actualmente, los docentes están expuestos a riesgos psicosociales propios del contexto educativo y es importante superar y anticiparse a las adversidades que ello conlleva. Por ello, este estudio pretende analizar los niveles de estrés, síndrome de burnout y resiliencia en profesores de educación física, así como establecer las relaciones existentes en función del género y la situación sociolaboral. El estudio tuvo un diseño no experimental, descriptivo, comparativo y correlacional, con medición en un solo grupo. La muestra estuvo compuesta por 415 profesores de educación física de toda España, con un rango de edad de 21-53 años (M=28,78±6,15) y una distribución heterogénea, representando el 69,4% del género masculino y el 30,6% del género femenino. Para registrar los aspectos sociodemográficos se utilizó la Escala de Estrés Percibido (PSS), el Inventario de Burnout de Maslach (MBI), la Escala de Resiliencia de Connor-Davidson (CD-RISC) y un cuestionario Ad-Hoc. Finalmente se observa que, para el síndrome de burnout, la subescala con mayor puntuación es el agotamiento emocional, seguida de la realización personal y la despersonalización. Para la resiliencia, se observa que la subescala con mayor puntuación es la competencia personal, seguida de la aceptación positiva, el control y el propósito, la tolerancia a los acontecimientos negativos y las influencias espirituales.

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Resilience as a protective factor of chronic stress in teachers

Cited by 22 publications

References 20 publications

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical education teachers

Psychosocial status of Physical Education teachers according to socio-demographic characteristics (Condición psicosocial de los profesores de Educación Física según las características sociodemográficas)

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