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A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers

Author

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  • Stevie-Jae Hepburn

    (School of Education, The University of Queensland, Brisbane 4067, Australia)

  • Annemaree Carroll

    (School of Education, The University of Queensland, Brisbane 4067, Australia)

  • Louise McCuaig-Holcroft

    (School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane 4067, Australia)

Abstract

The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provide teachers with stress management strategies for promoting wellbeing, attention must also be directed towards secondary (individual)-level interventions. The present study addressed the issue of stress management techniques for early career teachers ( n = 24) and aimed to contribute to the research surrounding complementary interventions (CIs) for educators. The intervention was designed to include strategies that operated through cognitive and physiological mechanisms that regulated the stress response and increased awareness of behaviours, emotions, and reactivity. The self-report measures included perceived stress, attention awareness, subjective wellbeing, burnout, and job-related affective wellbeing. The results indicated a statistically significant decrease in perceived stress and increases in attention awareness and subjective wellbeing. The salivary cortisol levels (waking and resting) decreased from baseline to week 6, and the pre- and post-session salivary cortisol levels indicated an immediate decrease in cortisol for weeks 4 to 6.

Suggested Citation

  • Stevie-Jae Hepburn & Annemaree Carroll & Louise McCuaig-Holcroft, 2021. "A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers," IJERPH, MDPI, vol. 18(12), pages 1-25, June.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:12:p:6320-:d:573048
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    References listed on IDEAS

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    1. Robert Cummins, 1996. "The domains of life satisfaction: An attempt to order chaos," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 38(3), pages 303-328, January.
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    Cited by:

    1. Rumaisa Abu Hasan & Muhamad Saiful Bahri Yusoff & Tong Boon Tang & Yasir Hafeez & Mazlina Che Mustafa & Masayu Dzainudin & Juppri Bacotang & Ubaid M. Al-Saggaf & Syed Saad Azhar Ali, 2022. "Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention," IJERPH, MDPI, vol. 19(7), pages 1-29, April.
    2. Stevie-Jae Hepburn & Annemaree Carroll & Louise McCuaig, 2021. "Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience," IJERPH, MDPI, vol. 18(17), pages 1-28, August.
    3. Belinda Agyapong & Pamela Brett-MacLean & Lisa Burback & Vincent Israel Opoku Agyapong & Yifeng Wei, 2023. "Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review," IJERPH, MDPI, vol. 20(9), pages 1-22, April.
    4. Zinka Kosec & Stella Sekulic & Susan Wilson-Gahan & Katja Rostohar & Matej Tusak & Marta Bon, 2022. "Correlation between Employee Performance, Well-Being, Job Satisfaction, and Life Satisfaction in Sedentary Jobs in Slovenian Enterprises," IJERPH, MDPI, vol. 19(16), pages 1-14, August.

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