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

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


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 languageEnglish
Article number103251
JournalTeaching and Teacher Education
StatePublished - Feb 2021


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


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