Teacher stress interventions: A systematic review
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 interventio...
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| Published in | Psychology in the schools Vol. 56; no. 8; pp. 1328 - 1343 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley-Blackwell
01.09.2019
Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
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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. |
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| AbstractList | 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. |
| Author | Embse, Nathaniel Gibbs, Tera Mankin, Ariel Ryan, Shannon V. |
| Author_xml | – sequence: 1 givenname: Nathaniel orcidid: 0000-0003-2545-7691 surname: Embse fullname: Embse, Nathaniel email: natev@usf.edu organization: University of South Florida – sequence: 2 givenname: Shannon V. surname: Ryan fullname: Ryan, Shannon V. organization: Temple University – sequence: 3 givenname: Tera surname: Gibbs fullname: Gibbs, Tera organization: Temple University – sequence: 4 givenname: Ariel surname: Mankin fullname: Mankin, Ariel organization: Temple University |
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| Snippet | Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an... Due to the increased pressure from test-based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an... |
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| SubjectTerms | Absenteeism Accountability Anxiety Attention Control Behavior management Behavior Modification behavioral Burnout Cognitive behavioral therapy Cognitive Restructuring cognitive‐behavioral Intervention Mentoring programs Metacognition Mindfulness Negative Attitudes Occupational stress Outcomes of Education Perception Program Effectiveness stress Stress Management Stress Variables student behavior Systematic review Teacher Behavior Teacher Burnout Teachers |
| Title | Teacher stress interventions: A systematic review |
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