Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson, Caroline; Dunsmuir, Sandra

doi:10.1080/01443410.2012.730323

Cited by 29 publications

(21 citation statements)

References 39 publications

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“…On-task behavior was assessed simultaneously alongside CARS observation using the Observing Teachers and Pupils in Classrooms (OPTIC) tool (Merrett & Wheldall, 1986): well-validated within education research (Robertson & Dunsmuir, 2013). Pupil's on-task behavior was rated as either 1 (on-task: making eye contact with teacher, following teacher's instructions, etc.)…”

Section: Methodsmentioning

confidence: 99%

Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

et al. 2018

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Abstract:Background: Physically active lessons have not often been assessed with randomised controlled trials. Aims: Evaluate the effects of the 'Virtual Traveller' intervention delivered using classroom interactive whiteboards on physical activity, on-task behaviour and student engagement. Methods: Participants were 219 children aged 8-9 years from ten schools in Greater London, assessed in a cluster-randomised controlled trial between March 2015 and May 2016. For six weeks, intervention children received 10-minute 'Virtual Traveller' sessions three times a week during maths and English lessons (VT group: n=113). Children in control schools received regular teaching (COM group: n=106). Outcomes were school-day, weekend-day and lesson-time sedentary behaviour (SB), light (LPA) and moderate-to-vigorous physical activity (MVPA), on-task behaviour and student engagement, assessed at baseline (T0), two-(T1) and four weeks (T2) during the Virtual Traveller intervention and one week (T3) and three months (T4) post-intervention using multilevel modelling. Results: VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall schoolday or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behaviour was shown in VT pupils than COM pupils but there was no difference in student engagement. Discussion: Virtual Traveller reduced sedentary behaviour and increased physical activity during lesson time but not across overall school or weekend-days. It improved on-task behaviour but had no effect on student engagement. Conclusion: Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 Results: VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils.More on-task behaviour was shown in VT pupils than COM pupils but there was no difference in student engagement.

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Section: Methodsmentioning

confidence: 99%

Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

et al. 2018

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“…Self-efficacy is the belief in one’s ability to persevere with a course of action in pursuit of a valued goal (Bandura 1992 ). In the context of teaching, higher teacher self-efficacy has been linked to perseverance with challenging students and improved pupil behavior in the classroom (Robertson and Dunsmuir 2013 ), whilst lower teacher self-efficacy has been associated with increased stress and lower occupational commitment (Klassen and Chiu 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

et al. 2017

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School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.

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“…Research on irrational beliefs has been applied to teachers showing that teachers who endorse more irrational beliefs report higher stress (Bernard, , ; Popov, Popov, & Damjanovic, ; Robertson & Dunsmuir, ). The relationship of irrational beliefs to higher stress experience necessitates further refinement in relation to the balance of perceived demands and resources.…”

Section: Introductionmentioning

confidence: 99%

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Huk

Terjesen

Cherkasova

2019

Psychology in the Schools

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Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.

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Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Cited by 29 publications

References 39 publications

Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

Predicting teacher burnout as a function of school characteristics and irrational beliefs

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