The impact of an online stress intervention on burnout and teacher efficacy

Brandis M. Ansley; David E. Houchins; Kris Varjas; Andrew Roach; Da Shaunda Patterson; Robert Hendrick

doi:10.1016/j.tate.2020.103251

The impact of an online stress intervention on burnout and teacher efficacy

Brandis M. Ansley, David E. Houchins, Kris Varjas, Andrew Roach, Da Shaunda Patterson, Robert Hendrick

Teacher & Special Education

Research output: Contribution to journal › Article › peer-review

32 Scopus citations

Abstract

The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.

Original language	English
Article number	103251
Journal	Teaching and Teacher Education
Volume	98
DOIs	https://doi.org/10.1016/j.tate.2020.103251
State	Published - Feb 2021

Keywords

Online professional development
Teacher burnout
Teacher efficacy
Teacher self-care
Teacher stress

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title = "The impact of an online stress intervention on burnout and teacher efficacy",

abstract = "The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.",

keywords = "Online professional development, Teacher burnout, Teacher efficacy, Teacher self-care, Teacher stress",

author = "Ansley, {Brandis M.} and Houchins, {David E.} and Kris Varjas and Andrew Roach and Patterson, {Da Shaunda} and Robert Hendrick",

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AU - Roach, Andrew

AU - Patterson, Da Shaunda

AU - Hendrick, Robert

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AB - The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.

KW - Online professional development

KW - Teacher burnout

KW - Teacher efficacy

KW - Teacher self-care

KW - Teacher stress

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The impact of an online stress intervention on burnout and teacher efficacy

Abstract

Keywords

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