Faculty of Sport Science, Unit of Sport Psychology, Ruhr University Bochum, Bochum, Germany.
School of Applied Psychology, Griffith University, Queensland, Australia.
Work. 2021;69(4):1217-1227. doi: 10.3233/WOR-213543.
The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being.
This exploratory study followed a two-stage approach aimed at: a) collecting data about the potential effects of holidays on stress in teachers, and b) utilizing these findings to provide tangible feedback to teachers.
Thirty-seven German teachers completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic data regarding recovery and stress were gathered using the Recovery-Stress Questionnaire Work. Interested teachers received individual feedback sessions.
The results, inter alia, indicated significant time effects for the dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) and Overall Recovery (F(3.7,67.7) = 4.33, p = 0.004). Significant positive changes were identified over the Summer, but not the Easter break. In the feedback sessions, group-based findings were connected with the individual recovery-stress values. Notable scores were highlighted in a matrix.
This study demonstrates an approach to monitoring and providing group and personalised feedback to raise teachers' awareness and sensitivity of psychological health status in relation to their working environment.
教师的工作条件要求苛刻，使他们容易受到压力的影响。监测恢复和压力的时间变化可能是维持健康的一种有价值的方法。
本探索性研究采用两阶段方法进行：a）收集有关假期对教师压力潜在影响的数据，b）利用这些发现为教师提供切实的反馈。
37 名德国教师在六个月（八次测量）内完成了在线问卷，其中包括两个假期（复活节假期、暑假）。使用工作恢复-压力问卷收集有关恢复和压力的社会人口统计学数据。有兴趣的教师可以参加个别反馈会议。
结果表明，在总体压力（F（7,119）= 5.31，p < 0.001）和总体恢复（F（3.7,67.7）= 4.33，p = 0.004）方面存在显著的时间效应。在暑假期间出现了显著的积极变化，但在复活节假期没有。在反馈会议上，基于小组的发现与个人的恢复-压力值相关联。矩阵中突出显示了显著的分数。
本研究展示了一种监测和提供小组和个性化反馈的方法，以提高教师对工作环境相关心理健康状况的意识和敏感性。
