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Barriers to and Facilitators for Teachers’ Wellbeing
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 teacher...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9168467/ https://www.ncbi.nlm.nih.gov/pubmed/35677119 http://dx.doi.org/10.3389/fpsyg.2022.867433 |
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author | Gearhart, Cassandra A. Blaydes, Madison McCarthy, Christopher J. |
author_facet | Gearhart, Cassandra A. Blaydes, Madison McCarthy, Christopher J. |
author_sort | Gearhart, Cassandra A. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9168467 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-91684672022-06-07 Barriers to and Facilitators for Teachers’ Wellbeing Gearhart, Cassandra A. Blaydes, Madison McCarthy, Christopher J. Front Psychol Psychology 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. Frontiers Media S.A. 2022-05-23 /pmc/articles/PMC9168467/ /pubmed/35677119 http://dx.doi.org/10.3389/fpsyg.2022.867433 Text en Copyright © 2022 Gearhart, Blaydes and McCarthy. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Gearhart, Cassandra A. Blaydes, Madison McCarthy, Christopher J. Barriers to and Facilitators for Teachers’ Wellbeing |
title | Barriers to and Facilitators for Teachers’ Wellbeing |
title_full | Barriers to and Facilitators for Teachers’ Wellbeing |
title_fullStr | Barriers to and Facilitators for Teachers’ Wellbeing |
title_full_unstemmed | Barriers to and Facilitators for Teachers’ Wellbeing |
title_short | Barriers to and Facilitators for Teachers’ Wellbeing |
title_sort | barriers to and facilitators for teachers’ wellbeing |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9168467/ https://www.ncbi.nlm.nih.gov/pubmed/35677119 http://dx.doi.org/10.3389/fpsyg.2022.867433 |
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