Psychological Science and Education,
Год журнала:
2024,
Номер
29(2), С. 112 - 125
Опубликована: Май 16, 2024
<p>The
aim
of
the
work
was
to
identify
features
psychological
defenses
and
coping
strategies
among
teachers
preschool
educational
institutions
with
different
levels
well-being.
The
study
involved
62
educators
in
city
Rostov-on-Don,
Aksai
village
Rassvet,
Rostov
Region.
following
methods
were
used:
“Scale
well-being”
by
K.
Riff,
technique
for
measuring
defense
E.R.
Pilyugina,
R.F.
Suleimanov,
questionnaire
“Types
orientations
difficult
situations”
E.V.
Bityutskaya,
A.A.
Korneeva.
As
a
result
study,
it
found
that
high
level
well-being
more
often
use
adaptive
defenses,
an
average
infantile
type,
low
psychotic,
as
well
neurotic
types.
Teachers
are
distinguished
their
preference
related
type
“Orientation
towards
rapprochement,
interaction
difficulty.”
and,
especially,
tend
be
inclined
leaving
moving
away
from
difficulties.”
It
is
recommended
results
psychoprophylactic
psychocorrective
teachers.</p>
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
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.
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.
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.
Behavioral Sciences,
Год журнала:
2025,
Номер
15(3), С. 292 - 292
Опубликована: Март 2, 2025
Teachers’
ability
to
manage
stress
and
daily
challenges
is
crucial
their
professional
development
well-being.
By
examining
how
Chilean
elementary
school
teachers
perceive
the
growth
in
resilient
behavior,
this
study
seeks
determine
predominant
factors
that
foster
resilience
these
individuals.
Sixty-three
public
participated
semi-structured
interviews
as
part
of
a
qualitative
analysis
employing
deductive
inductive
coding.
The
results
show
teacher
built
through
complex
interaction
between
personal,
professional,
contextual
factors.
Among
most
important
are
self-care,
psychosocial
support,
an
institutional
environment
facilitates
teachers’
emotional
Relationships
with
students
families
also
support
resilience,
creating
atmosphere
trust
collaboration
classroom.
highlights
strengthening
not
only
improves
teaching
experience
but
has
positive
impact
on
students’
well-being
academic
performance.
Integrating
self-care
strategies,
networks,
family
alliances
training
education
policies
essential
developing
healthy
sustainable
environments.
concludes
by
emphasizing
importance
specific
programs
give
effective
tools
adversity
better.
Although
limited
Chile,
invites
future
research
expands
other
levels
cultural
settings,
offering
more
comprehensive
view
education.
