Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Belinda Agyapong (), Pamela Brett-MacLean, Lisa Burback, Vincent Israel Opoku Agyapong and Yifeng Wei
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Belinda Agyapong: Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
Pamela Brett-MacLean: Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
Lisa Burback: Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
Vincent Israel Opoku Agyapong: Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada
Yifeng Wei: Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada

IJERPH, 2023, vol. 20, issue 9, 1-22

Abstract: Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

Keywords: teachers; stress; burnout; interventions; mindfulness; cognitive behavioral therapy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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