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This figure depicts the triadic reciprocal causation model, a foundational aspect of social cognitive theory (Bandura, 1986), with emergent themes for the current study. Model elements together shape educators’ ability in meaningful stress management.
Source publication
Teaching is widely recognized as a stressful profession, which has been connected to burnout and high turnover of qualified teachers. Despite increasing attention on teacher wellbeing, stress management interventions are often underutilized and demonstrate small effect sizes, and research on teachers’ informal stress management practices and desire...
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This cross-sectional study analyzed the association between perfectionism, anxiety, lifestyle and burnout of 245 Brazilian teachers. The instruments were Hamilton Anxiety Scale, Individual Lifestyle Profile, Multidimensional Perfectionism Scale, and Questionnaire for the Evaluation of Burnout Syndrome at Work. Data analysis was conducted through Ko...
Citations
... Mindfulness can be defined as "a state of being attentive to and aware of what is taking place in the present" ( (Hollweck, 2019;Carroll et al., 2020), Community bonding (Gearhart et al., 2022), Positive and supportive relations with colleagues and parents and collective culture (Skaalvik & Skaalvik, 2017) were identified under this theme. ...
... School enculturation was the technique used by Helms (Helms-Lorenz & Maulana, 2015). Followed by an improvement in communication skills (Carroll et al., 2020), sessions on stress management techniques (Li et al., 2016), cognitive and behavioural coping (Bermejo-Toro et al., 2015;Prilleltensky et al., 2016;Aulén et al., 2021;Turner et al., 2021;Ciuhan et al., 2022) feeling valued and fringe benefits (Gearhart et al., 2022), workplace change (Carroll et al., 2020) and health promotion (Vazi et al., 2013) were gathered from the selected studies. ...
... This theme comprises of the measures which was adopted by management to reduce stress mong teachers. Many researchers found building of interpersonal relationships among colleagues and management helped in reducing stress (Wu et al., 2006;Luk et al., 2010;Ibrahim et al., 2021;Prilleltensky et al., 2016) further, positive interaction with students (Ross et al., 2011), Positive & supportive relations with colleagues and parents, collective culture (Skaalvik & Skaalvik, 2017) and community bonding (Gearhart et al., 2022) were the thoughts adopted by management in lowering stress among teachers ( Figure 6). Houdmont, Cox, and Griffiths (2010) argued, the assessment of interventions related to work is challenging; framing, conceptualising and methodology regarding interventions that supports to overcome the problem is still an open debate. ...
Background
Well-being among teachers contributes toward quality work and better student support. Teachers’ well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers’ stress and their relevance on their psychological well-being.
Methods
First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol.
Results
Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students’ behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools.
Conclusions
The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.
... High teacher stress is associated with physical and mental health problems, and can have negative occupational consequences. The latter are associated with professional burnout and turnover of qualified teachers (Puhakka et al., 2021;Gearhart et al., 2022). Therefore, teachers' well-being is not only important for teachers and the school community but also for future society (McCallum et al., 2017;Yu et al., 2022). ...
Introduction
Teaching is a profession that involves challenges to emotional health. Teachers experience high levels of work-related stress, which causes symptoms such as anxiety, depression and burnout. Teachers’ mental health affects not only their own well-being, but also the quality of education and student achievement. Coping strategies can effectively improve teachers’ emotional health. The aim of this study is to assess the relationship between teachers’ emotional health and stress coping.
Methods
The sample consisted of 385 teachers from Lithuania, with an average age of 50.2 (±9.62) years and 24.9 (±11.8) years of school experience. The WHO-5, the Kessler Psychological Distress Scale (K6), the Spanish Burnout Inventory, Educational Version (SBI-Ed) and the Coping Strategies Scale were used in the study.
Results
The study results show that teachers’ age, seniority, size of residence, and marital status do not affect their emotional health, but their financial situation and hobbies have a positive impact on enthusiasm. Effective coping strategies such as problem solving, exercise, and hobbies improve emotional well-being, whereas negative coping methods such as self-isolation and alcohol consumption lead to psychological distress and lower enthusiasm at work.
... Faculty members need to be counselled regarding the management of their stress, such as setting realistic expectations, seeking support from colleagues, and prioritising self-care. With effective support and coping strategies, faculty members can navigate the challenges of their profession (Gearhart et al., 2022;Lewis et al., 2022). ...
Background: Exploring faculty stress and coping strategies among pharmacy educators has not been previously addressed among Lebanese pharmacy schools. The study’s aim was to validate the Faculty Stress Index (FSI) among pharmacy educators and to assess stress and coping strategies in a school of pharmacy in Lebanon.
Methods: A cross-sectional study was conducted using a self-administered web-based questionnaire.
Results: The FSI structure was validated with factor analysis. All items had good factor loading that ranged from 0.561 to 0.926. All models were verified to be adequate with satisfactory KMO measures of sampling adequacy and a significant Bartlett’s test of sphericity with p < 0.001. FSI reliability was confirmed by the very good to excellent Cronbach’s alpha values for each stress area that ranged from 0.851 to 0.972. Faculty members had mean total stress scores of 129.43 (±56.90) and 115.59 (±57.34) over 2 academic years, respectively, with higher scores indicating more stress. The greatest stress areas were Time Constraint and Satisfaction with Online Courses. Spending time with family, spirituality, and getting enough sleep were the stress coping strategies considered by the majority of faculty members.
Conclusion: This study provided a watchful apprehension of stress levels and key areas precipitating stress among pharmacy educators.
... The team will engage in activities such as program development (across tiers), data collection and data-based decision making, and provision of technical support for implementation of identified supports. Given the complexities often present in schools such as high and competing demands, budget constraints, mental health stigma, lack of awareness of mental health needs and supports, and equity concerns, one of the most important tasks for the team is to problem-solve collaboratively with administration for solutions to barriers and facilitators of engagement (see Gearhart et al., 2022). Examples could be flexible scheduling options and job sharing to allow educators to participate in wellness activities, seeking alternative funding sources such as grants and community partnerships, normalizing help-seeking behaviors through public awareness campaigns (e.g., wellness educator week), providing confidential and easily accessible resources (e.g., colocated mental health clinic, postings on school's website, in teacher handbooks, through regular communication from administrators), targeting resources to underserved populations and communities, offering translation services, and promoting culturally relevant programs. ...
The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being.
... Even though teacher wellbeing in the workplace has been difficult to define, it has received increased attention in recent years [14,25]. However, teacher wellbeing has received less attention than students' wellbeing. ...
The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal factors such as perceptions and ideology and contextual and external factors such as workload, low student motivation, lack of support, conflict with colleagues, and role ambiguity. Despite the importance of teacher wellbeing, it has received less attention than pupils’ wellbeing. Using an ethnographic study that collected data over a school year in two phases, this paper investigates the perceptions and self constructed pedagogies of the teacher working with newly arrived immigrant pupils. Findings reveal that the teacher’s emphasis on her wellbeing, as well as her pupils’ wellbeing, emerged as the center of her self-constructed approaches. We posit that ‘diversity-related teacher wellbeing’ is crucial in wellbeing pedagogy, given that diversity is one of the main elements in reception classes. For the successful education of newly arrived immigrant pupils, the wellbeing of teachers who work with this group should be prioritized. This paper contributes to the field of wellbeing education by highlighting the importance of teacher wellbeing as a part of wellbeing pedagogy for newcomer pupils. Improving teacher wellbeing may have a positive effect on the wellbeing of newly arrived immigrant pupils, creating a win-win situation. The paper concludes with suggestions for professional support and directions for future research.
... Petrillo and Donizzetti (2013) underline the expansion and complexification of the educational role of teachers, highlighting the greater responsibilities and expectations from society, which, however, undervalue their social role [4]. The Eurydice Report [5] highlights that about 50% of teachers in Europe declare that they have experienced stress at work; on the other hand, teachers who work in a collaborative school climate declare that they tolerate stress better, showing themselves to be more self-confident about their work, with positive effects on students' motivation [6]. ...
This study analyzes the critical aspects of the professional life of primary school teachers in a southern European context. The social changes of the last two decades have profoundly impacted teachers’ well-being, putting a strain on their ability to adapt to sometimes unfair working conditions. For this purpose, we interviewed twenty teachers (M = 38.85; DS = 9.17) from different areas of Italy and analyzed data using the grounded theory method. Through a data analysis, we summarized and emphasized eight core themes. The results show the effects of the gradual impoverishment of the recognition for the role of the teacher, highlighting the difficulty for teachers in renegotiating more flexible workload assessments and reinforcing psycho-emotional skills for developing a teaching methodology that is attentive to the psycho-emotional needs of their pupils. Schools emerge as a rigid working context where a competent organizational function is often absent. The practical psychological implications of this are discussed.
... Mindfulness can be defined as "a state of being attentive to and aware of what is taking place in the present" ( (Hollweck, 2019;Carroll et al., 2020), Community bonding (Gearhart et al., 2022), Positive and supportive relations with colleagues and parents and collective culture (Skaalvik & Skaalvik, 2017) were identified under this theme. ...
... School enculturation was the technique used by Helms (Helms-Lorenz & Maulana, 2015). Followed by an improvement in communication skills (Carroll et al., 2020), sessions on stress management techniques (Li et al., 2016), cognitive and behavioural coping (Bermejo-Toro et al., 2015;Prilleltensky et al., 2016;Aulén et al., 2021;Turner et al., 2021;Ciuhan et al., 2022) feeling valued and fringe benefits (Gearhart et al., 2022), workplace change (Carroll et al., 2020) and health promotion (Vazi et al., 2013) were gathered from the selected studies. ...
... This theme comprises of the measures which was adopted by management to reduce stress mong teachers. Many researchers found building of interpersonal relationships among colleagues and management helped in reducing stress (Wu et al., 2006;Luk et al., 2010;Ibrahim et al., 2021;Prilleltensky et al., 2016) further, positive interaction with students (Ross et al., 2011), Positive & supportive relations with colleagues and parents, collective culture (Skaalvik & Skaalvik, 2017) and community bonding (Gearhart et al., 2022) were the thoughts adopted by management in lowering stress among teachers ( Figure 6). Houdmont, Cox, and Griffiths (2010) argued, the assessment of interventions related to work is challenging; framing, conceptualising and methodology regarding interventions that supports to overcome the problem is still an open debate. ...
Background : Well-being among teachers contributes toward quality work and better student support. Teachers’ well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers' stress and their relevance on their psychological well-being.
Methods : First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol.
Results : Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students’ behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools.
Conclusions : The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.
... Petrillo and Donizzetti (2013) underline the expansion and complexification of the educational role of teachers, highlighting greater responsibilities and expectations on the part of society, which, however, undervalues their social role [4]. The Eurydice Report [5] highlights that about 50% of teachers in Europe declare that they have experienced stress at work; on the other hand, teachers who work in a collaborative school climate declare that they tolerate stress better, showing themselves to be more self-confident about their own work with positive effects on students' motivation [6]. ...
This study analyses key aspects of the professional life of primary school teachers in a southern European context. In the social changes of last two decades profoundly impacted the well-being of teachers putting a strain on their ability to adapt to sometimes unfair working conditions. For this purpose twenty teachers (M = 38.85; DS = 9.17) were interviewed from different areas of Italy, data were analyzed using the Grounded Theory Method. Through data analysis were summa-rize and emphasize eight core themes. The results show the effects of a gradual impoverishment of the recognition of the role of teacher, highlighting the difficulty for teachers of renegotiating more flexible workload assessments and of reinforcing psycho-emotional skills for the development of a teaching methodology attentive to the psycho-emotional needs of pupils. Schools emerge as a rigid working context, in which a competent organizational function is often absent. Practical psychological implications are discussed.
... Students' well-being is not complete without teachers' well-being (Norozi, 2020). Even though teacher well-being in the workplace has been difficult to define, it has received increased attention in recent years (Gearhart et al., 2022;Panadero et al., 2022). However, it is notable that teacher well-being has received relatively less attention than students' well-being. ...
... Efforts to increase teacher well-being often include stress management interventions, which typically involve individual or individualorganizational interventions. Informal stress interventions include self-care practices (Gearhart et al., 2022). In a whole-school approach project, Lester et al. (2020) confirm that prioritizing resources to build supportive staff relationships and an encouraging school climate while providing opportunities to promote teachers' emotional health have the greatest impact on teacher well-being. ...
The education of immigrant students, particularly newcomers, must be considered from a holistic framework. The conceptual article aims to highlight other important aspects of newcomers’ education, in addition to language and subject content learning. The three overlooked yet most important components of holistic education for newcomers are the following: (1) well-being pedagogy, (2) positive and comprehensive collaboration with newcomer parents, and (3) teachers’ positive ideology of newcomers and their families. This article begins with a brief presentation of the issue in newcomers’ education demonstrating an emphasis on some important yet overlooked elements in newcomer education. Consequently, in Norway, despite educational efforts aimed at supporting immigrant students, they continue to perform poorly compared with ethnic Norwegian students. Then, the paper defines what well-being pedagogy is and why well-being should be included in the comprehensive and successful schooling of newcomers. Here, well-being pedagogy is not limited to newcomer students’ well-being; rather, it includes teachers (who work with newcomers) and newcomer parents’ well-being. The why and how of comprehensive and successful collaboration with newcomer parents is discussed as a second important component. The third building block is teachers’ positive ideology of newcomers and their parents. The paper establishes that the positive ideology and perceptions of newcomer students and their families are the core of the holistic education of immigrant students. This paper contributes to knowledge development for the education of newly arrived immigrant students by engaging in a discussion that can foster teacher motivation and commitment, resulting in greater support for newcomer students. Second, even though this paper is framed in the context of Norwegian society, the aim is to inspire the international community of educators and researchers committed to an equitable learning environment for immigrant students to consider the topic for further exploration. The article concludes with teachers’ practice recommendations for schools and some directions for future research.
Introduction
An increasing number of schools are recognizing the importance of addressing students' mental health based on the association with educational outcomes and long-term health. The school organization and the members of the school staff play important but, in several ways, challenging roles in this work. The purpose of this study was to explore views of staff from schools and school health services on mental ill health among students and their own role in detecting and managing it.
Methods
A qualitative study was conducted in a sparsely populated municipality in northern Sweden. In total, 40 participants from three secondary schools and the school health services participated either in focus groups or individual interviews. Participants were teachers, assistants, school nurses, school counselors and psychologists. Data were analyzed using thematic analysis.
Results
The analysis revealed the main theme Student mental ill health: an increasing problem handled with insufficient resources and two subthemes, i.e., Uncertainty in interpreting students' signs of mental ill health and the need to clarify roles and establish a supportive organization.
Conclusions
It was concluded that school staff were uncertain regarding how to interpret signs of mental ill health among students and required better knowledge and more resources to help students with mental ill health. A clearer organization and consensus regarding support for students with mental ill health were also necessary in light of the division of responsibilities between school staff and the school health services.
