Brophy-Herb Holly E, Stacks Ann M, Frosch Cynthia, Brincks Ahnalee M, Cook Jody L, Vallotton Claire D, Perkins Haiden A, Kim Loria E, Carson Russell, Muzik Maria, Rosenblum Katherine, Jennings Patricia A
Department of Human Development and Family Studies, Michigan State University, 552 W. Circle Drive, East Lansing, MI 48824, USA.
Merrill-Palmer Skillman Institute, Wayne State University, Detroit, MI, USA.
Early Child Educ J. 2024 Feb;52(2):243-257. doi: 10.1007/s10643-022-01416-0. Epub 2022 Nov 29.
Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers ( = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.
教学是一项要求很高的职业，幼儿教师报告称压力和疲惫程度很高。我们测试了一种以关系为重点的专业发展干预措施的效果，该干预旨在增强教师使用基于正念的策略来支持应对压力、疲惫（情绪、身体和精神方面）以及应对方式。来自早期开端计划（EHS）或EHS儿童保育伙伴关系（CCP）的婴幼儿教师（n = 81）被随机分配到干预组或常规护理对照组。通过生态瞬时评估，教师们在40周内通过智能手机每周两次报告压力、疲惫、应对方式及应对策略的有效性。考虑到个体内重复测量的多水平线性回归模型显示，干预对压力和疲惫轨迹没有影响。与对照组相比，干预组教师报告随着时间推移使用基于正念的应对策略有所增加，尽管使用频率达到峰值后有所下降。虽然对压力和疲惫的感知没有变化，但教师对基于正念策略的更多使用表明教师在管理压力和疲惫方面有所改善；然而，应对方式使用的下降表明工作场所需要持续的支持。
