Teacher Stress Interventions: A Systematic Review
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| Title: | Teacher Stress Interventions: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | von der Embse, Nathaniel (ORCID |
| Source: | Psychology in the Schools. Sep 2019 56(8):1328-1343. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Teachers, Teacher Burnout, Anxiety, Stress Management, Stress Variables, Intervention, Negative Attitudes, Perception, Metacognition, Attention Control, Program Effectiveness, Behavior Modification, Cognitive Restructuring |
| DOI: | 10.1002/pits.22279 |
| ISSN: | 0033-3085 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1224070 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0033-3085 |
| DOI: | 10.1002/pits.22279 |
