Teacher stress interventions: A systematic review

Abstract

Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

“…Accordingly, it is necessary to enhance the emotional intelligence of teachers who belong to group 2 (high EE and DE) because superior emotional and self-regulation skills are essential to the alleviation of high degrees of exhaustion. Similarly, it is necessary to improve the following, especially among teachers who belong to group 2: the illusion at work (Dalcin and Carlotto, 2018); the perceived effectiveness of teachers (i.e., individual and collective) and job satisfaction (Guidetti et al, 2018;Minghui et al, 2018;Molero et al, 2019;Von Der Embse et al, 2019); welfare and commitment (Skaalvik and Skaalvik, 2018); adaptive working conditions (Chambers Mack et al, 2019;Eurofound, 2019); the social support of coworkers; effective support to meet family demands and prevent role conflict between work and family demands (i.e., personal exhaustion that results from work overload can worsen the family situation; e.g., it can reduce the quality of care that is provided to family members); and time management skills (De Carlo et al, 2019;Eurofound, 2019;World Health Organization [WHO], 2019). It is also important to reduce role ambiguity by clarifying the responsibilities of each professional (Carlotto and Câmara, 2019;De Carlo et al, 2019;Eurofound, 2019;Molero et al, 2019) and minimize the tediousness of administrative procedures (Carlotto and Câmara, 2019).…”

Latent Profile Analysis of Manitoban Teachers' Burnout during the COVID-19 Pandemic

“…The most effective strategies are at least ten weeks in duration and involve regular, weekly practices or meetings of 60-90 minutes. Less frequent or shorter durations are less effective (Embse et al, 2019). Moreover, while most studies report small to medium effect sizes for burnout interventions (Embse et al, 2019), some research suggests that there may be a lag effect where effects grow over time after the completion of the intervention (Iancu et al, 2018).…”

“…Less frequent or shorter durations are less effective (Embse et al, 2019). Moreover, while most studies report small to medium effect sizes for burnout interventions (Embse et al, 2019), some research suggests that there may be a lag effect where effects grow over time after the completion of the intervention (Iancu et al, 2018). The Canadian Mental Health Association (Ela Partyka, Program Director) prepared a list of a list of resources recommended for teachers who are struggling with burnout (See Appendix B), as well as those who are interested in proactively protecting and promoting their mental health.…”

Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors

“…The teaching profession is one of the occupations with the highest levels of burnout [ 3 , 4 , 5 ], associated with a higher risk of absenteeism and dropout [ 6 ]. In this context, three of the variables that have attracted the most research attention in recent years are psychological stress, loneliness, and psychological inflexibility [ 7 , 8 ].…”