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Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

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  • Belinda Agyapong

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Pamela Brett-MacLean

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Lisa Burback

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Vincent Israel Opoku Agyapong

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
    Department of Psychiatry, Dalhousie University, Halifax, NS B3H 2E2, Canada)

  • Yifeng Wei

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

Abstract

Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

Suggested Citation

  • 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.
  • Handle: RePEc:gam:jijerp:v:20:y:2023:i:9:p:5625-:d:1131496
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    References listed on IDEAS

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    1. Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.
    2. 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.
    3. 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.
    4. Belinda Agyapong & Gloria Obuobi-Donkor & Lisa Burback & Yifeng Wei, 2022. "Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review," IJERPH, MDPI, vol. 19(17), pages 1-42, August.
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    1. Claudiele Carla Marques da Silva & Amanda Barbosa dos Santos & Isabella Cristina Leoci & Enrique Gervasoni Leite & Ewerton Pegorelli Antunes & Wesley Torres & Eduardo Duarte de Lima Mesquita & Leandro, 2024. "The Association between Perceived Stress, Quality of Life, and Level of Physical Activity in Public School Teachers," IJERPH, MDPI, vol. 21(1), pages 1-10, January.

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