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Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Author

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  • Tzofnat Zadok-Gurman

    (Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel)

  • Ronit Jakobovich

    (Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel)

  • Eti Dvash

    (The Israeli Ministry of Education, Jerusalem district, Jerusalem 95464, Israel)

  • Keren Zafrani

    (Begin High School, John Kennedy Street 8, Rosh Ha’Ayin 4852028, Israel)

  • Benjamin Rolnik

    (Department of Genetics, Stanford University, Stanford, CA 94305, USA)

  • Ariel B. Ganz

    (Department of Genetics, Stanford University, Stanford, CA 94305, USA)

  • Shahar Lev-Ari

    (Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel)

Abstract

Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

Suggested Citation

  • Tzofnat Zadok-Gurman & Ronit Jakobovich & Eti Dvash & Keren Zafrani & Benjamin Rolnik & Ariel B. Ganz & Shahar Lev-Ari, 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(7), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:7:p:3689-:d:528737
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    1. Andrew Luk & Bessie Chan & Selwyne Cheong & Stanley Ko, 2010. "An Exploration of the Burnout Situation on Teachers in Two Schools in Macau," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 95(3), pages 489-502, February.
    2. Alessio Matiz & Franco Fabbro & Andrea Paschetto & Damiano Cantone & Anselmo Roberto Paolone & Cristiano Crescentini, 2020. "Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy," IJERPH, MDPI, vol. 17(18), pages 1-22, September.
    3. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    4. Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, UCL Centre for Education Policy and Equalising Opportunities, revised Sep 2020.
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    Cited by:

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    2. Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    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.
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    5. Camilo Herrera & Javier Torres-Vallejos & Jonathan Martínez-Líbano & Andrés Rubio & Cristian Céspedes & Juan Carlos Oyanedel & Eduardo Acuña & Danae Pedraza, 2022. "Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being," IJERPH, MDPI, vol. 19(17), pages 1-10, September.

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