Teacher stress interventions: A systematic review

• Published in: Psychology in the schools Vol. 56; no. 8; pp. 1328 - 1343
• Main Authors: Embse, Nathaniel, Ryan, Shannon V., Gibbs, Tera, Mankin, Ariel
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley-Blackwell 01.09.2019; Wiley Subscription Services, Inc
• Subjects: 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
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22279

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.