Teacher Stress Interventions: A Systematic Review

Autor/inn/en	von der Embse, Nathaniel; Ryan, Shannon V.; Gibbs, Tera; Mankin, Ariel
Titel	Teacher Stress Interventions: A Systematic Review
Quelle	In: Psychology in the Schools, 56 (2019) 8, S.1328-1343 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von der Embse, Nathaniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22279
Schlagwörter	Teachers; Teacher Burnout; Anxiety; Stress Management; Stress Variables; Intervention; Negative Attitudes; Perception; Metacognition; Attention Control; Program Effectiveness; Behavior Modification; Cognitive Restructuring + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Angst; Stressmanagement; Stressbewältigung; Negative Fixierung; Wahrnehmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Behaviour modification; Verhaltensänderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01