Gearhart Cassandra A, Blaydes Madison, McCarthy Christopher J
Department of Educational Psychology, The University of Texas at Austin, Austin, TX, United States.
Front Psychol. 2022 May 23;13:867433. doi: 10.3389/fpsyg.2022.867433. eCollection 2022.
Teaching is widely recognized as a stressful profession, which has been connected to burnout and high turnover of qualified teachers. Despite increasing attention on teacher wellbeing, stress management interventions are often underutilized and demonstrate small effect sizes, and research on teachers' informal stress management practices and desired resources is limited. It is likely that formal and informal intervention effectiveness is limited by teachers' ability to access existing resources and navigate the complex educational systems they inhabit. The study explored the barriers to and facilitators for teachers' engagement in formal and informal stress management interventions and desired resources across socioecological levels. Thirty-two teachers participated across four focus groups. Inductive thematic analysis was used to identify relevant themes. Personal barriers (e.g., guilt about self-prioritization), environmental barriers (e.g., mixed messages about self-care), and improved campus resources (e.g., scheduled opportunities to destress) were common themes. Recommendations for supporting teachers' wellbeing include self-care affirming messages from peers and administrators, campus- and district-level changes to remove logistical barriers to stress management, and increased connectedness among campus community members.
教学被广泛认为是一项压力巨大的职业，这与教师职业倦怠和合格教师的高离职率有关。尽管对教师福祉的关注日益增加，但压力管理干预措施往往未得到充分利用，且效果甚微，对教师非正式压力管理实践和所需资源的研究也很有限。正式和非正式干预措施的有效性可能受到教师获取现有资源以及在他们所处的复杂教育系统中运作能力的限制。该研究探讨了教师参与正式和非正式压力管理干预措施以及跨社会生态层面所需资源的障碍和促进因素。32名教师参与了4个焦点小组。采用归纳主题分析法来确定相关主题。个人障碍（例如，对自我优先排序感到内疚）、环境障碍（例如，关于自我照顾的矛盾信息）以及校园资源的改善（例如，安排减压机会）是常见主题。支持教师福祉的建议包括来自同事和管理人员的自我照顾肯定信息、校园和学区层面的变革以消除压力管理的后勤障碍，以及增强校园社区成员之间的联系。
