Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Tzofnat Zadok-Gurman, Ronit Jakobovich, Eti Dvash, Keren Zafrani, Benjamin Rolnik, Ariel B. Ganz and Shahar Lev-Ari
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Tzofnat Zadok-Gurman: Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel
Ronit Jakobovich: Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel
Eti Dvash: The Israeli Ministry of Education, Jerusalem district, Jerusalem 95464, Israel
Keren Zafrani: Begin High School, John Kennedy Street 8, Rosh Ha’Ayin 4852028, Israel
Benjamin Rolnik: Department of Genetics, Stanford University, Stanford, CA 94305, USA
Ariel B. Ganz: Department of Genetics, Stanford University, Stanford, CA 94305, USA
Shahar Lev-Ari: Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel

IJERPH, 2021, vol. 18, issue 7, 1-14

Abstract: Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

Keywords: IBSR; teachers; well-being; COVID-19; personal health promotion (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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