Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences DOI Creative Commons
Valeria Cavioni, Elisabetta Conte, Veronica Ornaghi

и другие.

Frontiers in Psychology, Год журнала: 2024, Номер 15

Опубликована: Март 27, 2024

Introduction Teachers' wellbeing plays a critical role in their overall job satisfaction, motivation, and effectiveness building supporting learning environments. In today's dynamic educational settings, where teachers often face numerous challenges stressors, becomes increasingly vital. Consequently, there is an urgent need to innovate develop targeted training interventions that can support specifically the of educators. Methods This study sought provide overview “Online Wellbeing Course - OWC,” serious game developed enhance teachers' wellbeing, investigate participants' feedback after being engaged OWC, utilizing qualitative approach through focus group discussions. A total 189 in-service took part study. To qualitatively explore experiences with participants were involved groups asked about how what extent course was beneficial for wellbeing. Results Teachers reported enhancements areas such as emotional competence, self-care strategies, social awareness, relationship skills, decision-making, school climate. Discussion These outcomes suggested potential games innovative offering valuable insights researchers, policymakers,

Язык: Английский

Factors Associated with Teacher Wellbeing: A Meta-Analysis DOI Creative Commons
Sijing Zhou, Gavin R. Slemp, Dianne Vella‐Brodrick

и другие.

Educational Psychology Review, Год журнала: 2024, Номер 36(2)

Опубликована: Июнь 1, 2024

Abstract Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing shortages, goal of improving quality teaching student performance. No review yet sought undertake a cumulative quantitative assessment literature pertaining wellbeing. Using meta-analysis, we address this gap by systematically examining relative strength key antecedents, consequences, correlates wellbeing, using Job Demands-Resources theory as guide positioning factors in nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion ( N = 89,876). Results showed that hope, autonomous motivation, psychological capital job competencies were top four strongest positive predictors overall whereas neuroticism disengagement coping two negative predictors. Occupational commitment was consequence turnover intentions consequence. Burnout work engagement We also found some effects moderated such whether teachers in-service or pre-service, educational setting (e.g., K-12, initial education). Our provides useful empirical resource may help practice terms how teachers, school leaders, policy makers can support

Язык: Английский

Процитировано

8
Effect of a mindfulness-based cognitive behavior therapy intervention on occupational burnout among school teachers DOI Creative Commons
Netra Raj Paudel,

K C Prakash,

Clas‐Håkan Nygård

и другие.

Frontiers in Psychiatry, Год журнала: 2025, Номер 15

Опубликована: Янв. 24, 2025

Background We aimed to assess the effect of mindfulness-based cognitive behavior therapy (MB-CBT) as an intervention reduce burnout among secondary school teachers in Nepal. Methods The baseline survey this randomized controlled trial included 218 from 37 schools Kathmandu. At a one-month follow-up, 192 completed post-test survey. Maslach Burnout Inventory for Educators (MBI-ES) tool was used measure three dimensions: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). Teachers treatment arm (n=102) received MB-CBT, while those control (n=116) continued their regular activities. Linear regression models with generalized estimating equations were calculate mean, mean change estimates, 95% confidence intervals (CIs). Results level EE decreased during both (mean -0.93, CI: -2.56 0.70) (-1.71, -3.24 -0.18) arms. DP also (-0.12, -0.98 -0.75), but sharper decline observed (-1.97, -2.78 -1.16). PA increased (1.04, -0.21 2.30) (1.53, 0.35 2.70) Conclusions prevalence high low However, remained constant sharply arm. No significant differences between arms found levels EE, DP, PA. virtual MB-CBT showed no impact on reducing burnout. Nonetheless, small reductions groups.

Язык: Английский

Процитировано

1
How nature-based learning impacts teachers: Discoveries for well-being in and with the project EXPLORE community DOI Creative Commons

Jennifer Knight,

Callie Schultz, Paul Stonehouse

и другие.

Interdisciplinary Journal of Environmental and Science Education, Год журнала: 2025, Номер 21(1), С. e2505 - e2505

Опубликована: Янв. 2, 2025

Project EXPLORE (PEX) is a nature-based learning (NBL) program designed by the North Carolina Arboretum to help K-12 teachers implement citizen science-based curricula reconnect youth with natural environment. Initiatives supporting teacher confidence are critical mainstream implementation of NBL. As there scant literature on programs’ impact teachers’ well-being, purpose this study explore how participating in PEX impacts “well-being.” Informed feminist theory, we used an amended two-part collective memory work design. Three former participants created video narratives about program’s their well-being. They participated as co-researchers focus group analyze diary entries for meanings around teaching well-being and PEX. The discussed ways supported self-actualization, relationships, and, most importantly, was powerful tool within neoliberal school context.

Язык: Английский

Процитировано

0
DEVELOPMENT OF A SCHOOL-BASED MANAGEMENT (SBM) MODEL – EMPOWERMENT-LEADERSHIP, MORALE, PARTICIPATION IN DECISION-MAKING, TEACHERS’ COLLABORATION AND PERCEIVED STUDENT-ACHIEVEMENT DOI Open Access
Hong Sheung Chui,

Samuel K. M. HO

Опубликована: Янв. 15, 2025

Purpose The present study investigates the empowerment leadership of principals and its effects on teachers' morale, teacher participation in decision-making, collaboration student achievement under context School-Based Management (SBM) Hong Kong.The integration these five key elements SBM are collectively termed as Model here-after.Methodology A questionnaire was developed validated to measure variables through a survey.A random sample 528 teachers Kong responded survey.Confirmatory factor analysis structural equation modelling showed that has validity reliability.Findings results show positively affects perceived achievement.Originality above findings first kind this suggest SBM, principal significantly teaching achievement.Practical Implications This may support claims SBM's advantages participation, achievement.Relevant parties authorities should consider professional development for senior realise according study.

Язык: Английский

Процитировано

0
Future-Ready Minds, Resilient Hearts: Understanding Psychological Well-being and Resilience in College Teaching in the Philippines DOI Creative Commons

April Liza Durano,

Abelardo Banuag,

Lalaine Bate

и другие.

Journal of Psychology and Behavior Studies, Год журнала: 2025, Номер 5(1), С. 01 - 14

Опубликована: Янв. 16, 2025

The psychological well-being of college instructors is a critical factor in their professional satisfaction and effectiveness, yet there limited research on how various dimensions evolve response to career challenges institutional support, particularly for balancing both teaching administrative duties. This study addresses this gap by exploring the 12 qualitative case study. Using in-depth interviews, examines five key constructs well-being: emotional, social, professional, physical, personal well-being. findings reveal that instructors' shaped external pressures, such as dual demands responsibilities, well support. Internal factors, including coping strategies, reflection, social also play significant role. Notably, identifies importance sense purpose, work-life balance, supportive relationships maintaining resilience against stress. In conclusion, emphasizes holistic approach teacher well-being, considering dimensions, essential enhancing mental health job satisfaction. underscores need institutions develop tailored, comprehensive programs suggests future should examine long-term effects interventions, with roles, explore different contexts influence outcomes.

Язык: Английский

Процитировано

0
<span>Conceptualising&nbsp;</span><span>Work-Related Psychosocial Risks: Current State Of The Art And Implications For Research, Policy And Practice</span> <p></p> DOI
Stavroula Leka, Aditya Jain

SSRN Electronic Journal, Год журнала: 2025, Номер unknown

Опубликована: Янв. 1, 2025

Язык: Английский

Процитировано

0
Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions DOI Creative Commons

Huimian Bian,

He Jiang

Frontiers in Psychology, Год журнала: 2025, Номер 16

Опубликована: Янв. 29, 2025

Introduction Occupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction. Methods This quasi-experimental study investigates the impact of mindfulness-based interventions on occupational health China. A total 118 participated study, with randomly assigned experimental group undergoing an 4-week mindfulness training program, while control received no intervention. Standardized measures stress, self-efficacy, were used assess before after Findings The findings revealed that who program experienced reductions improvements self-efficacy compared group. Additionally levels increased significantly participants underwent training. Discussion results suggest can effectively alleviate enhance psychological wellbeing highlighting importance implementing programs support educators managing maintaining health.

Язык: Английский

Процитировано

0
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study DOI
Iryna Nadyukova, Anne C. Frenzel

Teaching and Teacher Education, Год журнала: 2025, Номер 157, С. 104941 - 104941

Опубликована: Фев. 4, 2025

Язык: Английский

Процитировано

0
Exploring antecedents of student teachers' emotions during instructional experiences: A situation‐specific analysis DOI Creative Commons
Eva S. Becker, Tina Hascher, Thomas Goetz

и другие.

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Фев. 13, 2025

Abstract Theoretical Background In the area of teacher motivation, teaching practicum stands out as a pivotal element. The pronounced complexity during this specific phase may pose an emotional challenge, making exploration student teachers' emotions worthwhile endeavour. Aims Based on theoretical model and rooted in process‐oriented perspective, diary study examines discrete emotions, focusing proximal (cognitive appraisals) distal antecedents (classroom conditions) while accounting for contextual variables. Sample Data were collected from 178 teachers Switzerland Germany their 3736 school students. Student conducted six‐lesson‐teaching‐unit within three‐weeks obligatory (57% had prior experience) received different levels support (coaching by peers or cooperating teachers, subject‐didactic materials, usual support). Methods After three lessons ( N = 511), reported enjoyment, anger, anxiety cognitive appraisals (control, value). School students individual perceptions class discipline situational interest. Results Enjoyment was strongly experienced 80%, anger 8% 14% lessons. students' interest weakly related to enjoyment but not anxiety. Control associated with all emotions. frequent experience its lack relation classroom conditions deviate findings observed in‐service teachers. Relevance Besides strong positive experiences practicum, patterns highlight necessity targeted navigating complexities practicum.

Язык: Английский

Процитировано

0
Special education teachers’ emotional labor strategies and its relationship with job burnout in China: The moderating role of psychological capital DOI Creative Commons
Yan Wang, Wangqian Fu, Sisi Xu

и другие.

Work, Год журнала: 2025, Номер unknown

Опубликована: Фев. 13, 2025

Background: Educators are often viewed as emotional laborers who must be attuned to the challenges of their profession and adept at managing feelings, while a few studies that pay attention on labor strategies for special education teachers in China. Objective: The study aimed understand current situation China, examine relationship between different job burnout, well moderating effect psychological capital. Methods: We applied Emotional Labor strategies, Job-burnout, Psychological Capital investigate 349 teaching students with developmental disabilities. Hierarchical regression analysis was conducted explore role capital teachers’ burnout. Results: found three by were natural acting, deep acting surface from high low. negatively correlated Besides, played association nature Conclusions: Special would use deal complex events work, it's related Strengthening training is an important strategy reducing job-burnout well.

Язык: Английский

Процитировано

0