Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

Ekornes, Stine

doi:10.1080/00313831.2016.1147068

Cited by 55 publications

(49 citation statements)

References 49 publications

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“…Emotional exhaustion and burnout also stem from role conflict and role ambiguity. Teachers are obliged to fill multiple roles as parents, nurses and social workers for their students; teachers often feel as though they are not doing enough to execute all roles, leading to higher emotional exhaustion, burnout and psychological symptoms [5,22,23]. Burnout among teachers is most associated with the prevalence of depression [24,25].…”

Section: Burnout Among Teachersmentioning

confidence: 99%

Mental health and burnout among teachers in Thailand

Ratanasiripong

Nungdanjark³

et al. 2021

JHR

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PurposeThis study investigated factors that impacted the mental health and burnout among kindergarten, primary and secondary school teachers in Thailand and presented a comprehensive intervention program to improve their wellbeing.Design/methodology/approachThis cross-sectional survey study included 267 teachers from five public schools in Thailand. The survey instruments included the Depression, Anxiety and Stress Scale and the Maslach Burnout Inventory for Educators Survey, along with data on demographics, health behaviors, finances, professional work, relationships and resilience.FindingsFor teacher mental health, results indicated that family economics status, relationship quality and resilience were significant predictors of depression (R2 = 0.19); family economics status, classroom size and resilience significantly predicted anxiety (R2 = 0.13); family economics status, gender, sleep and resilience significantly predicted stress (R2 = 0.20). For teacher burnout, relationship quality and age were significant predictors of emotional exhaustion (R2 = 0.15); relationship quality and drinking significantly predicted depersonalization (R2 = 0.06); resilience and number of teaching hours significantly predicted personal accomplishment (R2 = 0.28).Originality/valueBesides providing an in-depth examination of mental health and burnout among teachers, this is the first study in Thailand to propose a comprehensive Teacher Wellness Program. This program recommends personal and professional development plans that public health personnel and school administrators could utilize to improve mental health and reduce burnout among teachers.

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Section: Burnout Among Teachersmentioning

confidence: 99%

Mental health and burnout among teachers in Thailand

Ratanasiripong

Nungdanjark³

et al. 2021

JHR

View full text Add to dashboard Cite

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“…ose factors, among others, could trigger negative feelings in teachers. e mix of aspects could contemplate time, overloading of responsibilities, the skills they should acquire to cope with new subjects as mental health, and the resources schools offer to these professionals to undertake this new function (Ekornes, 2017).…”

Section: Possible Obstacles Involving the Teachers' Trainingmentioning

confidence: 99%

“…e priority of cognitive and academic skills and contents concerning classroom time can also affect teachers' perception and the action of getting involved and trained in mental health. Some teachers may perceive that time spent in mental health activities could be used in the traditionally more important subjects to the curriculum and have a more significant impact on the evaluation of their work (Ekornes, 2017).…”

Section: Possible Obstacles Involving the Teachers' Trainingmentioning

confidence: 99%

Students’ Mental Health: The importance of the teacher’s role and training

Díaz

2020

REA

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The adverse outcomes of society's mental health require questioning and rethinking the school's traditional role, especially the teachers' role facing this crucial dimension of the students' development. These professionals collaborate every day on the students' progress through the teachers' practices in the classroom, and the relations established every day in the educational context. Therefore, this collaboration must go beyond the contents and skills related to traditional disciplines included in the schools' curricula. This article's objective is to propose action lines, addressing the practices and possibilities that teachers' training could offer addressing the support of the students in the mental health dimension, divided into three axes through a literature review. These establish the teacher-student relationship, including strategies that foster a positive school climate and detect possible communication issues in students with the corresponding network. For this, it is required an approach of the school as a community that supports the students' mental health's enhancing processes, but mostly the inclusion of pre and in-service teachers' training processes. The primary purpose is to offer more tools that allow the development and early intervention facing possible issues linked to this dimension.

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“…As indicated in another research finding, due to the lack of time, teachers felt overwhelmed with taking on the role of a mental-health provider (Bishop et al, 2005;Graham et al, 2011;Williams et al, 2007), and often struggle with their own mental well-being (Schonert-Reichl, 2017). For instance, researchers who conducted a study involving K-12 teachers in Norway showed that teachers often saw and identified a mental-health problem, but did not have time to engage and provide the student special attention amidst the day-to-day responsibilities (Ekornes, 2017). Furthermore, when teachers encounter a student mental-health issue, they are often uncomfortable in this yet-undefined role.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Greenglass and Burke (2003) found that with occupational stress in teachers, the most frequently mentioned stressor is students' emotional and behavioral problems. In addition, Ekornes (2017) suggested that teacher stress, regarding mental health, is mainly the result of a mismatch between perceived demands and the perceived ability to cope with them. Teachers' well-being is foundational to all that is expected of them.…”

Section: Well-beingmentioning

confidence: 99%

Teachers’ perspectives on educator mental health competencies: A qualitative case study

Kratt

2018

AM J QUALITATIVE RES

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Given the prevalence of children's mental health disorders, teachers' roles have expanded to include identifying students with mental health needs and delivering mental health interventions. However, teachers rarely receive mental health training. This study's purpose was to explore teachers' perspectives on an educator mental health competency framework proposed by a group of researchers using the following questions: (a) how the competencies could guide and inform their practice; (b) how the teachers would react if the competencies were adopted; and (c) what suggestions they had for improving the competencies. The participants' responses indicated that they needed more knowledge on mental health and larger systems of support to increase their classroom effectiveness. Overall, the teachers supported the adoption of the competencies but had reservations regarding the necessary training and implementation process. Although the participants did not provide direct suggestions on revisions to the competencies, they did imply suggestions. Findings support the use of the mental health curriculum framework in the development of teacher mental health training. Several implications for practice are proposed including the addition of mental health curriculum in teacher preparation programs and the necessity for school administrators to create a school culture and infrastructure to effectively support school mental health.

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Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

Cited by 55 publications

References 49 publications

Mental health and burnout among teachers in Thailand

Mental health and burnout among teachers in Thailand

Students’ Mental Health: The importance of the teacher’s role and training

Teachers’ perspectives on educator mental health competencies: A qualitative case study

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