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Pranayama Meditation (Yoga Breathing) for Stress Relief: Is it Beneficial for Teachers?
Abstract
The effects of stress can have a significant impact on an individual's personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath awareness. The Perceived Stress Scale was administered pre and post-course, weekly journal reflections were recorded, and a structured interview was completed at the conclusion of the course. Findings indicated that the participants experienced a decrease in their perceived level of stress. Participants reported benefits in both their professional and personal lives.
... Women dominate the teaching profession at about 80% of the educational workforce (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Hepburn and McMahon (2017) stated that teachers who participated in a five-week yoga pranayama breathing intervention gained increased work-life balance, reduced work-related stress, increased productivity at work, and created a culture of well-being among staff members. Gaiswinkler and Unterrainer (2016) stated that practicing mindfulness increased teachers' feelings of well-being and happiness. ...
... Bazzano, Anderson, Hylton, & Gustat (2018) stated that teachers who taught yoga in the classroom were able to maintain a higher level of equanimity during the workday. Therefore, promoting yoga as a women's population health intervention could improve the mental well-being of working women such as teachers (Bazzanao et al., 2018;Harris et al., 2014;Hepburn & McMahon, 2017Telles et al., 2018. ...
... Further, teacher well-being was reported to increase after participating in yoga interventions (Bazzanao et al., 2018;Gaiswinkler & Unterrainer, 2016;Harris et al., 2014;Hepburn & McMahon, 2017;Telles et al., 2018). The age of the yoga participant might also be associated with well-being (Park, Braun, & Siegel, 2015). ...
Women’s mortality rate in the United States has increased in almost every age group in
the past several years. However, more women in the United States are choosing yoga as a
complementary health approach to improve general well-being. Thus, research on yoga
and other factors that affect women’s health in the United States may inform public
health initiatives to address the health disparities in women’s mortality rate. Grounded in
the health belief model, the purpose of this study was to explore whether the factors of
practicing the components of yoga, doctor’s recommendation for increased physical
activity, body mass index (BMI) categories, hypertension, high cholesterol, age, and
occupation predicted the self-rated health of women. This cross-sectional, secondary
analysis of the 2017 National Health Interview Survey included 14,464 female
respondents, and ordinal logistic regression analysis was used to examine the data. The
results showed that self-reported participation in yoga, breathing as a part of yoga, and
meditation as a part of yoga was associated with higher self-rated health. Additionally,
participants with healthy weight BMI, teachers, and participants who did not receive
recommendations for increased physical activity and did not have hypertension or high
cholesterol were more likely to report better self-rated health. Based on the results of this
study, public health researchers may continue to explore the effects of yoga on women
and how a yoga-based population health intervention could help women in the United
States live longer and healthier lives.
... It is seen that similar programs that have been implemented before are examined by including a certain group of activities in line with their purposes. For example, there are approaches that are prepared for a specific purpose, such as developing team integrity (Buller & Bell, 1986;Zhang et al., 2018), improving the level of wellness (Ben-Ner et al. 2014), relieving stress (Hepburn & McMahon, 2017;Mosca & Grossman, 2019), that is, focusing only on one objective. However, when the variety that should be in the workplace recreation program is provided, it may be possible to achieve a versatile development and reach many of the mentioned objectives at the same time. ...
... Although it is stated that such programs reduce absenteeism and employee turnover, enable a small increase in productivity, and reduce spending on healthcare, these benefits are viewed with skepticism and concern for their sustainability (Shephard, 1999). Along with fitness programs, certain interventions are carried out for specific purposes, such as meditation programs to relieve stress (Hepburn & McMahon, 2017), health promotion programs to reduce health risk factors (Mills et al. 2007), team integrity exercises to improve group dynamics (Zhang et al., 2018). These interventions also provide positive results in the targeted area, as in fitness programs. ...
Employee recreation is among the tools, which can be appropriately used to increase employee productivity. In developing countries, both its insufficient use in workplaces, and a lack of academic studies and resources have led to inadequate knowledge and awareness about employee recreation. In this regard, the aim of this study was to test the applicability of employee recreation and its impact on employee productivity through a comprehensive recreation program. The research was carried out according to the Solomon Four Group Design. An employee recreation program covering 6 days a week was used as the intervention. The program was implemented for 6weeks. The research group consisted of 101 employees of a medium-sized workplace in an Organized Industrial Zone. Significant differences were found in both within-group and between-group comparisons. As a result of the study, it was found that the employee recreation program had a large and positive effect on employee productivity.
... As individuals concentrate on their breath, they naturally shift their attention away from stressors, leading to a quieter and more tranquil mental space. Additionally, pranayama encourages deep and controlled breathing, which increases oxygen intake, improves lung capacity, and enhances blood circulation [23]. This physiological response aids in calming the body and mind, reducing the tension associated with stress [24]. ...
Stress levels of business students are higher than those of other students in higher education. This often results in burnouts. Some studies have found that stress of business students can be reduced through yoga. However, the mechanism through which yoga acts remains unexplored. This study finds that the pranayama (regulated breathing) component of yoga has a significant role in stress reduction of business students. Yoga brings down stress levels both directly and indirectly through improved respiratory efficiency. The effect of yoga through respiratory efficiency is estimated to be 60% of the total effect, while 40% effect comes directly form yoga.
... As such, the importance for students to find mental health balance whilst at university was considered important for physical and mental well-being. The results of the review highlight contemplative practices such as yoga, made a difference for students as they searched for ways to regulate the nervous system and balance out some of the associated stress levels with the heightened responsibilities of being a student [57]. ...
Background: Contemplative pedagogy, specifically yoga, introduced into the higher education curriculum has the potential to develop and entrain intellectual, emotional, and social development in relation to mental health among university students studying for medical and nursing degrees. The objective of the study is to determine the extent of the current literature on the prevalence of yoga as a contemplative practice that contributes to student well-being and self-knowledge in the first-year transition from high school to university. Methods: As part of the scoping review, CINAHL, EBSCO, Medline, Emerald, Eric, and PsycINFO were searched to identify the prevalence and connection of mind–body courses to student well-being between 2011 and 2022. Screening and selection of studies were based on eligibility criteria and methodological quality assessment. Colaizzi’s method of data analysis enabled the phenomena of interest to be examined and follows the PRISMA for Scoping Reviews (PRISMA-ScR) checklist. Results: Seventeen studies were included with two themes emerging, which include physical practices and training and barriers to success. Conclusion: Yoga is a practice that supports undergraduate students in managing their stressful lives. Due to the experiential nature of yoga the participatory reflective processes established within the physicality of the students provided a framework to cope with the stress and challenges of higher education.
... [33,34] Yoga breathing requires the participant to maintain open-minded attention to each moment and to the sensations arising from respiration. [35] Hence, yoga breathing could contribute to increased "respiration-locked cortical activation," which in turn may lead to an increase in oxygen consumption. ...
Background
Traditional yoga texts describe “cross nostril breathing,” with inhalation and exhalation through different nostrils. Previous research reported no clear differences in oxygen consumption during uninostril breathing (i.e., inhalation and exhalation through the same nostril), hence not supporting right and left uninostril breathing as activating or relaxing, respectively, with no research on oxygen consumed in “cross nostril breathing.”
Methods
Oxygen consumed during “cross nostril breathing” was measured in healthy participants ( n = 47, males, 26.3 ± 6.4 years). Five sessions (viz., right nostril inspiration yoga breathing [RNIYB], left nostril inspiration yoga breathing [LNIYB], alternate nostril yoga breathing [ANYB], breath awareness (BAW), and quiet rest (QR) were conducted on separate days in random order. Sessions were 33 min in duration with pre, during, and post states.
Results
Volume of oxygen consumed (VO 2 ) and carbon dioxide eliminated (VCO 2 ) increased during RNIYB (9.60% in VO 2 and 23.52% in VCO 2 ), LNIYB (9.42% in VO 2 and 21.20% in VCO 2 ) and ANYB (10.25% in VO 2 and 22.72% in VCO 2 ) with no significant change in BAW and QR. Diastolic blood pressure decreased during BAW and QR and after all five sessions ( P < 0.05; in all cases). All comparisons were with the respective preceding state.
Conclusion
During the three yoga breathing practices, the volume of oxygen consumed increased irrespective of the nostril breathed through, possibly associated with (i) conscious regulation of the breath; (ii) attention directed to the breath, and (iii) “respiration-locked cortical activation.” Restriction of the study to males reduces the generalizability of the findings.
... Researchers have also suggested using CP in higher education (Bonnardel et al., 2018;Shapiro et al., 2011) and more specifically in teacher education (Impedovo & Malik, 2015;Stuhr & Denny, 2022). Research suggests that mindful breathing activities (Hepburn & McMahon, 2017) and LKM (Csaszar et al., 2018) can help reduce stress in teachers. Moreover, research with teachers suggests that gratitude practices can have a positive impact on teachers as well as on the classroom and school environment (Howells, 2014). ...
... People mentioned that their yoga training helps them deal with job burnout and feeling more empowered at work. Pranayama, or breathwork, which has been proven to help alleviate anxiety (Brown & Gerbarg, 2009); (Hepburn & McMahon, 2017), was commented on by several librarians as a way to help with public speaking and conference presentations. One uses "pranayama to control stress, create space, and be able to handle toxic work environments." ...
A survey was created to determine whether or not there is a community of librarians/library workers who are also certified to teach yoga. The survey helped to identify the size of the community and explored the participant’s experiences associated with the dual skills sets. Results show there are strong benefits for those library workers who have their yoga certification, but there are also concerns and challenges that demonstrate a need for a more formal community and further research.
... 10 Importance of Kapalbhati as a stress reliever was accepted when Tripathy, M., in his research made a group of people practice yoga for 12 weeks. 11 Many educational institutes have yoga as one of their subjects citing its importance on an individual's health and people also have understood its importance in their daily life. So, the people who work and do not get time to practice yoga, have many yoga poses which can be performed while sitting and working. ...
The origin of yoga dates back to the Vedic era, when the Indian saints stressed the importance of meditation among their disciples to concentrate on studies. They started practising ‘yoga’ and it started to spread in other countries due its spiritual and physical importance. The ‘Rigveda’ though, stresses on the importance of yoga and despite the fact that it is valued by many people till now, it started gaining momentum after the declaration of the International Yoga Day on 21st June 2015. Considering its importance, first yoga university was opened in 2013 in Gujrat. Many schools introduced a yoga teacher and a period for yoga practice in the schools. The corporate or the service sector where the employees have to bear the long working hours without the opportunity to move in different directions, have no strict law related to practice of yoga. Generally, the employees either sit or work in the same posture with only a break for taking lunch. Yoga is widely practiced on 21st June but there is no provision for its practice on the other days. If yoga is introduced in the workplace as a norm, it will help the employees in remaining fit; mentally and physically both, which will result in maximum productivity from their end and the same will ultimately affect the organisation positively. The need of the hour is to understand the importance of yoga in the workplace to maintain a healthy workforce to get the desired outcome.
... Research on teachers has shown that self-regulation of attention can be a protective factor in the relationship amongst stress, ambition, professional burnout (Abenavoli et al., 2013). Mindfulness (Baer, 2003;Bishop, 2002;De Vibe, 2008;Kabat-Zinn, 1990) and yoga (Hepburn & McMahon, 2017) are documented methods for the self-regulation of health and quality of life. An emotion-focused strategy in the form of a break can temporarily re-energise an individual and improve their motivation in the short term but does not solve the long-term problem that causes the stress (Carver et al., 1989). ...
Research studies have documented the causes of perceived stress in teachers, while less attention has been given to identifying appropriate stress-management strategies. The aim of this article is to provide insight into the strategies for coping with stress that newly qualified primary and lower secondary school teachers with a five-year integrated master’s degree from a Norwegian teacher education institution employ in their daily work after three years in the profession and the characteristics of these strategies. The data material consists of qualitative interviews with 27 teachers. The study shows that the teachers manage stress through: a) openness with and support from colleagues and family, b) shielding and escape, c) learning established stress-coping strategies and d) planning, structuring, and lowering ambitions. The themes are discussed with theoretical concepts of problem-, emotion- and relationship-focused coping strategies. The study discusses the limitations of Norwegian teacher education related to the handling of work stress.
... Moreover, the immediate benefits of pranayama could be witnessed even in practices that take up to 5 or 6 min (Pramanik et al., 2009). The number of studies, which were carried out to analyze the effectiveness of pranayama and yoga in decreasing stress and anxiety levels as well as improving health conditions related to lung capacity, respiratory and cardiovascular diseases, asthma, epilepsy, immune system disorders, diabetes, autonomic dysfunctions, muscular endurance, mental disorders, blood pressure, hypertension, and chronic headaches (Kharya et al., 2014;Butzer et al., 2016a;Hepburn and McMahon, 2017;Kumar and Pradhan, 2017;Kuppusamy et al., 2017) is highly abundant in the field of psychology and medicine. Although, the aforementioned studies highlighted the effects of pranayama on various physical and psychological disorders, no single research up to date has aimed at exploring the capacity of PB techniques in reducing FLLA or TA levels expect one study probing the impact of PB on TA (Nemati, 2013). ...
This study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners’ and their instructor’s perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher’s reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.
... Breathing techniques were reported as being both enjoyable and having the most notable impact on stress reduction and inducing a calmer state. Indeed, yogic breathing techniques have been found to show promising potential in managing stress [99][100][101][102]. Research has demonstrated that yoga breathing can modulate autonomic nervous system (ANS) function, stress responses, cardiac vagal tone, heart rate variability (HRV), central nervous system excitation, vigilance, attention, chemoreflex and baroreflex sensitivity, and neuroendocrine functions [103]. ...
Background:
The outbreak of COVID-19 and its associated measures has resulted in a sizeable working population transitioning to working from home (WFH), bringing additional challenges, and increasing work-related stress. Research has indicated that yoga has promising potential in reducing stress in the workplace. However, there are very few studies exploring the impact of online streamed yoga on stress management for people-WFH.
Objective:
To investigate the feasibility and outcome of an online streamed yoga intervention on stress and wellbeing of people-WFH during COVID-19.
Methods:
A six-week pilot randomized controlled trial (RCT) yoga intervention was designed with yoga (n = 26) and a wait-list control group (n = 26). A mixed two-way ANOVA was used to assess changes in standardised outcome measures at baseline and post-intervention. Likert and open-ended questions assessed enjoyment, acceptability and perceived benefits of the program, which were analysed thematically.
Results:
Compared with the control, the yoga group reported significant improvements in perceived stress, mental wellbeing, depression and coping self-efficacy, but not stress and anxiety. Participants experienced physical and mental health benefits and reported high acceptability and enjoyment of the intervention.
Conclusions:
An online yoga intervention can help people WFH manage stress and enhance wellbeing and coping abilities.
... This withdrawal leads to depersonalized reactions and interactions towards students and a cynical attitude toward the profession (Taris, Le Blanc, Schaufeli & Schreurs, 2005). Yoga has been found to reduce teacher stress and burnout and increase well-being (Hepburn & McMahon, 2017;Harris, Jennings, Katz, Abenavoli & Greenberg, 2016). Thus, one important approach to school-based yoga is to offer it to teachers, which should have benefits for teacher and students within the shared student-teacher microsystem. ...
Consistent with increased research support for the benefits of yoga, there has been considerable growth in yoga's popularity among school-aged children in the United States. This chapter examines school-based yoga with a specific focus on its effects on stress and anxiety. It summarizes research on the benefits of yoga from the standpoint of positive psychology and ecological systems theory. From this theoretical base, the chapter presents yoga as an intervention that fits within a three-tiered system of service delivery that could work efficiently in contemporary schools. Finally, the chapter gives examples of promising practices and special considerations for school-based yoga designed to address problems related to stress and anxiety for the general population of students, as well as special populations. There is good theoretical and empirical support for the mind–body benefits of yoga for managing stress, reducing anxiety, and improving well-being.
... Therapeutic outcomes of pranayama in patients with chronic heart failure 17 , reduces the levels of pro-inflammatory cytokines 18 , improved peak expiratory flow rate, chest expansion 15 . Further, pranayama techniques provide nerve stimulation 19 , increased comfort, relaxation, pleasantness, vigor, alertness, reduced symptoms of arousal, anxiety, depression, anger, and confusion 20 , decrease in perceived level of stress in professional and personal lives 21 . Effectiveness of yoga in the management of depression and glycemic control in type 2 diabetes mellitus patients 22 . ...
... Consequently, literatures regarding yogi satisfaction can unfold only from yoga practitioner perspectives instead of through a yoga consumer lens. Yoga practitioners' satisfaction results from improved physical and mental health [62], body image promotion [63], enhanced sexual function [64], and consequent better quality of personal and professional life [65][66][67]. Moreover, Hoyez [68] investigated the effect of therapeutic landscape on yogi satisfaction, which is mediated by sense of holiness, emotional qualities, intimate feelings, health, and wellbeing. ...
Understanding the motivation and satisfaction of yoga consumers is of critical importance for both leisure service providers and leisure researchers to enhance the sustainability of personal lives in terms of physical wellness and mental happiness. For this purpose, this study investigated 25,120 pairs of online ratings and reviews from 100 yoga centres in Shanghai, China using latent Dirichlet allocation (LDA)-based text mining, and successfully established the relationship between rating and review. Findings suggest that Chinese yogis are motivated by improving physical condition, improving psychological condition, gracing appearance, establishing social connection, and creating social isolation. In addition to teaching mainstream yoga, yoga centres also provide additional courses. From a consumer perspective, yogis are relatively satisfied with teachers, courses, and the environment, but complain about the supporting staff, membership price, and reservation service. Managerially, yoga centres are encouraged to continue attending to the motivations of yogis, specialising their guidance, and fostering strengths and circumventing weaknesses in their service. This study also contributes by verifying, elaborating on, and tentatively extending the framework of the Physical Activity and Leisure Motivation Scale (PALMS).
This study examines stress biomarkers over the process of teaching and their associations with demographics, emotions, and mental health of 56 English as Foreign Language teachers. Participating teachers were invited to complete a questionnaire packet and provide saliva samples over three‐time points (i.e., before, during, and end of teaching). Afterward, the saliva samples were assayed for cortisol and α‐amylase as stress biomarkers. The results showed a significant change in the concentrations of cortisol and α‐amylase over the teaching process. In addition, being female, younger, more educated, and having more teaching experience were significantly associated with a higher level of α‐amylase, particularly before and during class time, thereby reflecting a greater level of stress. However, emotions and general mental health were not significantly associated with cortisol and α‐amylase over time. The findings highlighted the changes of biomarkers over the process of teaching and their relationships with other variables.
Background- Despite of high prevalence, India reported very low incidence of varicose veins due to negligence, no reporting or late reporting. Among the treatment options, Yoga and Naturopathy can be one of the effective tool in managing varicose veins. Objective- The presenting study evaluates the effectiveness of Yoga and Naturopathy intervention on perceived stress and quality of life in uncomplicated varicose veins (UVV). Materials and methods- 50 UVV participants were randomized into two groups i.e. Experimental and control. Experimental group had undergone Yoga and Naturopathy interventions, whereas control group performed Passive exercises and Stretching. Data was recorded for EQ-5D-5L, PSS and SF-36 questionnaires at 30, 60 and 120 days of intervention. Results- PSS- Perceived stress significantly reduced (p<0.001) on Day 30, 60 and 120 in experimental group, whereas the control group showed significant reduction (p<0.001) on Day 60 and 120. EQ-5D-5L- In experimental group, all the domains of descriptive EQ-5D-5L reduced significantly ( p<0.001), except “Usual activities” (p<0.01). EQ-VAS shows significant increase (p<0.001) at all time points. Control group shows no significant changes for any of the domain at day-30. On Day 60, only “pain/discomfort” reduced significantly (p<0.01) whereas on Day 120, significant reduction was observed in all the domains. EQ-VAS significantly improved at Day 60 and 120. SF-36-In experimental group, all the components increased significantly (p<0.001) at all points of time. In control group, no significant changes were observed for any domain at day-30. At Day-60, significant increase was observed in all the components. At Day-120, significant improvement in mean was observed for all the domains (p<0.001). Conclusion- The results indicates that Yoga and Naturopathy intervention as well as passive exercise with stretching, both are effective in improving perceived stress and quality of life, but Yoga and Naturopathy have shown its efficacy in shorter duration of practice.
Writing this paper aims to explain the importance of pranayama practice as yoga and wellness in the era of modernization. Some data show that the level of stress in society is getting more and more people who experience stress from various circles. This happens because of work, lifestyle and also the social environment of the community. Pranayama teaches us to breathe consciously which can reduce emotional turmoil, so that we can breathe more balanced, calm and deep. Conscious breathing works directly at the center of integration of mind and body. Memory is the movement of breathing, and breathing is the movement of memory. With the various problems experienced by society today, the role of pranayama is very important in curing diseases that are experienced by many people, such as the deep stress caused by the problems of life in this modern era, which can disturb the mind to make people suffer from stress diseases which are also stress diseases. triggers physical diseases that can harm the body so that it cannot carry out activities in a fit manner. Pranayamaas yoga and wellness has a very positive effect on society in this modern era. By doing pranayama people can control their breath so that they can also control their minds and if they can control their minds, the stress level in society can decrease.
The purpose of this quasi-experimental study was to investigate the efficacy of an 8-week yoga-based physical exercise program to improve mental and emotional well-being and consequently reduce burnout among teachers. We considered yoga because it is a discipline that enhances body awareness and encourages the contact with nature and the respect for every form of life, with a view to a more sustainable and greener global system. We recruited 40 professional educators (40–47 years), teachers in a public high school who reported perceiving signs of stress and emotional discomfort. We randomly assigned the 40 professional educators to either an experimental yoga practice (~60 min, twice a week) group (n = 20) or a control group (n = 20) that received a nonspecific training program (~60 min, twice a week). At baseline and after training we administered the Maslach Burnout Inventory: Educators Survey (MBI-ES) and the State Mindfulness Scale (SMS) to assess teachers' perceived level of awareness and professional burnout. We found a significant Time x Group interaction for the MBI-ES and SMS, reflecting a meaningful experimental group improvement (p < 0.001). No significant pre–post changes were found in the control group. The results suggest that an 8-week yoga practice could aid teachers to achieve a greater body and emotional awareness and prevent professional burnout.
Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers’ social and emotional competence and improve the quality of classroom interactions. The efficacy of the program was assessed using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers. The CARE for Teachers program involved 30 hr of in-person training in addition to intersession phone coaching. At both pre- and postintervention, teachers completed self-report measures and assessments of their participating students. Teachers’ classrooms were observed and coded using the Classroom Assessment Scoring System (CLASS). Analyses showed that CARE for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency. CARE for Teachers also had a statistically significant positive effect on the emotional support domain of the CLASS. The present findings indicate that CARE for Teachers is an effective professional development both for promoting teachers’ social and emotional competence and increasing the quality of their classroom interactions.
This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTsí stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes.
The attraction and retention of teachers is a problem faced by schools worldwide and possibly more so in the public sector. One possible solution to this problem is likely to be better targeting of attraction and retention drivers of value to teachers. This paper presents the findings from a qualitative study conducted in Australia. The study used electronic in-depth interviews and an online survey to interrogate the reasons teachers are attracted to the profession and what drives their decision to either stay or leave. Participants in the study were both serving and retired teachers. The majority of respondents cited intrinsic motivators as the reasons for joining the teaching profession and among the serving teachers, those with higher intrinsic motivational drivers exhibited a more positive intention to remain. While both groups viewed extrinsic rewards in the form of pay, the school environment and working conditions as important, intrinsic motivation had most influence on intention to stay in the profession.
Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress management. In light of the study findings, the author presents a curriculum framework for the development of a course focused on individual stress management for pre-service teachers as a means to facilitate increased availability of such coursework in Canadian teacher preparation programs. Potential areas of future research are also presented. Résumé Le stress des enseignants est un enjeu important auquel fait face la profession enseignante. Cet article explore la gestion individuelle du stress comme une option viable pour traiter le stress dans ce métier. Plus précisément, les programmes canadiens de formation des enseignants sont examinés afin de déterminer la prévalence des cours d'éducation des enseignants en formation axés sur la gestion du stress individuel. À la lumière des conclusions de cette étude, l'auteur présente un cadre pédagogique pour l'élaboration d'un cours orienté sur la gestion du stress individuel pour les futurs enseignants, comme un moyen de faciliter une meilleure disponibilité d'un tel cours dans les programmes canadiens de la formation des enseignants. Des domaines possibles pour de futures recherches sont également présentés.
Although the 10-item Perceived Stress Scale (PSS-10) is a popular measure, a review of the literature reveals 3 significant gaps: (a) There is some debate as to whether a 1- or a 2-factor model best describes the relationships among the PSS-10 items, (b) little information is available on the performance of the items on the scale, and (c) it is unclear whether PSS-10 scores are subject to gender bias. These gaps were addressed in this study using a sample of 1,236 adults from the National Survey of Midlife Development in the United States II. Based on self-identification, participants were 56.31% female, 77% White, 17.31% Black and/or African American, and the average age was 54.48 years (SD = 11.69). Findings from an ordinal confirmatory factor analysis suggested the relationships among the items are best described by an oblique 2-factor model. Item analysis using the graded response model provided no evidence of item misfit and indicated both subscales have a wide estimation range. Although t tests revealed a significant difference between the means of males and females on the Perceived Helplessness Subscale (t = 4.001, df = 1234, p < .001), measurement invariance tests suggest that PSS-10 scores may not be substantially affected by gender bias. Overall, the findings suggest that inferences made using PSS-10 scores are valid. However, this study calls into question inferences where the multidimensionality of the PSS-10 is ignored. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Teacher stress has been the focus of educational concern and research for decades, and has resulted in the development of several teacher stress scales and various strategies to address the negative effects of stress and burnout. Promising results in reducing teacher stress have come from the practice of standardized meditation (SM). The current study employed a pretest–posttest control group design and used the Teacher's Stress Inventory, State–Trait Anxiety Inventory, and the Maslach Burnout Inventory to assess the effect of a 5-week standardized meditation class on the perceived occupational stress of 91 full-time elementary, middle, and high school teachers (aged 22–60 yrs) from suburban districts in three states. Results were consistent with previous studies and offered support for the hypothesis that SM significantly reduces teachers' perceived stress. Teachers perceived a reduction in stress using SM only 2–5 times per week. The use of SM by school psychologists to assist in reducing teacher stress is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Purpose
The purpose of this study was to review articles related to the psychometric properties of the Perceived Stress Scale (PSS).
Methods
Systematic literature searches of computerized databases were performed to identify articles on psychometric evaluation of the PSS.
Results
The search finally identified 19 articles. Internal consistency reliability, factorial validity, and hypothesis validity of the PSS were well reported. However, the test-retest reliability and criterion validity were relatively rarely evaluated. In general, the psychometric properties of the 10-item PSS were found to be superior to those of the 14-item PSS, while those of the 4-item scale fared the worst. The psychometric properties of the PSS have been evaluated empirically mostly using populations of college students or workers.
Conclusion
Overall, the PSS is an easy-to-use questionnaire with established acceptable psychometric properties. However, future studies should evaluate these psychometric properties in greater depth, and validate the scale using diverse populations.
The current research integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers’ goal orientation (as indicated by mastery and failure avoidance) was hypothesized to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and (b) teaching coping was hypothesized to predict occupational well-being (as indicated by engagement and burnout). A longitudinal sample of 430 teachers took part in the research. With the structural equation model suggesting an acceptable fit to the data, findings generally supported hypotheses. Implications for theory and practice are discussed.
The research investigated the effect of mindfulness meditation on the emotional states of depression, anxiety, and stress. Additionally, we explored whether people with varying severity of depression, anxiety, and stress responded differently to mindfulness training. In order to investigate these questions, participants (n = 50) completed the Depression Anxiety and Stress Scale, 21-item version (DASS-21) before and after a 10-week mindfulness meditation program. As predicted, the severity levels of all affective measures have decreased by the end of the meditation course. Participants with severe emotional difficulties at the time of commencing the meditation course demonstrated the most notable improvement over time. These results suggest that mindfulness training is beneficial in reducing the symptoms of subclinical depression and anxiety and can substantially reduce stress. Attentional retraining and self-management aspects of mindfulness meditation, as well as relevant methodological issues are discussed.
Objectives. Overview the quality, direction, and characteristics of yoga interventions for treatment of acute and chronic health conditions in adult populations. Methods. We searched for systematic reviews in 10 online databases, bibliographic references, and hand-searches in yoga-related journals. Included reviews satisfy Oxman criteria and specify yoga as a primary intervention in one or more randomized controlled trials for treatment in adults. The AMSTAR tool and GRADE approach evaluated the methodological quality of reviews and quality of evidence. Results. We identified 2202 titles, of which 41 full-text articles were assessed for eligibility and 26 systematic reviews satisfied inclusion criteria. Thirteen systematic reviews include quantitative data and six papers include meta-analysis. The quality of evidence is generally low. Sixteen different types of health conditions are included. Eleven reviews show tendency towards positive effects of yoga intervention, 15 reviews report unclear results, and no, reviews report adverse effects of yoga. Yoga appears most effective for reducing symptoms in anxiety, depression, and pain. Conclusion. Although the quality of systematic reviews is high, the quality of supporting evidence is low. Significant heterogeneity and variability in reporting interventions by type of yoga, settings, and population characteristics limit the generalizability of results.
Research interest and participation in yoga for health-related outcomes are increasing worldwide, though
the medical hypotheses and underlying mechanisms of yoga are infrequently discussed. This literature overview
employs a systematic search to include articles of clinical investigation, synthesis or review that focus on potential
underlying mechanisms for yoga’s effect on prevention and treatment of disease. Results indicate that empirical
evidence and theories for yoga mechanisms are most prevalent in areas of hormonal regulation, sympathetic
activity in the nervous system and the betterment of physical health attributes such as improved balance, flexibility,
strength and cardiorespiratory health. Hypothetical effects of yoga on metabolism, circulation, behaviour, oxidative
stress, inflammation and psychological thought processes are also examined, while new hypotheses in immunology,
nerve conduction and bioelectromagnetism are reviewed. In context of the Medical Research Council’s complex
intervention framework, methodological limitations and prospective research directions are discussed.
Mindfulness-based interventions are reported as being efficacious treatments for a variety of psychological and somatic conditions. However, concerns have arisen relating to how mindfulness is operationalized in mindfulness-based interventions and whether its 'spiritual essence' and full potential treatment efficacy have remained intact. This qualitative study used interpretative phenomenological analysis to examine participant experiences regarding the acceptability and effectiveness of a newly designed secularized intervention called meditation awareness training (MAT) that follows a more traditional Buddhist approach to meditation. Participants (with issues of stress and low mood) reported experiencing improvements in psychological well-being due to receiving MAT. The wider implications are discussed.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention
and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention
to address a variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is a particularly helpful
intervention for stress. We investigated the effects of teaching a MBSR course to primary school teachers to reduce stress.
The MBSR course was taught to a group of primary school teachers and evaluated to establish its effects on levels of anxiety,
depression, and stress, as well as movement towards a stated goal and changes in awareness. The results showed improvement
for most participants for anxiety, depression, and stress, some of which were statistically significant. There were also significant
improvements on two of the four dimensions of a mindfulness skills inventory. These results suggest that this approach could
be a potentially cost-effective method to combat teacher stress and burnout.
KeywordsMindfulness-Stress management-Teacher burn-out-Emotional literacy-Meditation
Purpose
– The purpose of this paper is to focus on the career of the burnout concept itself, rather than reviewing research findings on burnout.
Design/methodology/approach
– The paper presents an overview of the concept of burnout.
Findings
– The roots of the burnout concept seem to be embedded within broad social, economic, and cultural developments that took place in the last quarter of the past century and signify the rapid and profound transformation from an industrial society into a service economy. This social transformation goes along with psychological pressures that may translate into burnout. After the turn of the century, burnout is increasingly considered as an erosion of a positive psychological state. Although burnout seems to be a global phenomenon, the meaning of the concept differs between countries. For instance, in some countries burnout is used as a medical diagnosis, whereas in other countries it is a non‐medical, socially accepted label that carries a minimum stigma in terms of a psychiatric diagnosis.
Originality/value
– The paper documents that the exact meaning of the concept of burnout varies with its context and the intentions of those using the term.
Yogic breathing is a unique method for balancing the autonomic nervous system and influencing psychologic and stress-related disorders. Part I of this series presented a neurophysiologic theory of the effects of Sudarshan Kriya Yoga (SKY). Part II will review clinical studies, our own clinical observations, and guidelines for the safe and effective use of yoga breath techniques in a wide range of clinical conditions. Although more clinical studies are needed to document the benefits of programs that combine pranayama (yogic breathing) asanas (yoga postures), and meditation, there is sufficient evidence to consider Sudarshan Kriya Yoga to be a beneficial, low-risk, low-cost adjunct to the treatment of stress, anxiety, post-traumatic stress disorder (PTSD), depression, stress-related medical illnesses, substance abuse, and rehabilitation of criminal offenders. SKY has been used as a public health intervention to alleviate PTSD in survivors of mass disasters. Yoga techniques enhance well-being, mood, attention, mental focus, and stress tolerance. Proper training by a skilled teacher and a 30-minute practice every day will maximize the benefits. Health care providers play a crucial role in encouraging patients to maintain their yoga practices.
Yoga-based interventions may prove to be an attractive option for the treatment of depression. The aim of this study is to systematically review the research evidence on the effectiveness of yoga for this indication.
Searches of the major biomedical databases including MEDLINE, EMBASE, ClNAHL, PsycINFO and the Cochrane Library were conducted. Specialist complementary and alternative medicine (CAM) and the IndMED databases were also searched and efforts made to identify unpublished and ongoing research. Searches were conducted between January and June 2004. Relevant research was categorised by study type and appraised. Clinical commentaries were obtained for studies reporting clinical outcomes.
Five randomised controlled trials were located, each of which utilised different forms of yoga interventions and in which the severity of the condition ranged from mild to severe. All trials reported positive findings but methodological details such as method of randomisation, compliance and attrition rates were missing. No adverse effects were reported with the exception of fatigue and breathlessness in participants in one study.
No language restrictions were imposed on the searches conducted but no searches of databases in languages other than English were included.
Overall, the initial indications are of potentially beneficial effects of yoga interventions on depressive disorders. Variation in interventions, severity and reporting of trial methodology suggests that the findings must be interpreted with caution. Several of the interventions may not be feasible in those with reduced or impaired mobility. Nevertheless, further investigation of yoga as a therapeutic intervention is warranted.
Emotional distress is an increasing public health problem and Hatha yoga has been claimed to induce stress reduction and empowerment in practicing subjects. We aimed to evaluate potential effects of Iyengar Hatha yoga on perceived stress and associated psychological outcomes in mentally distressed women.
A controlled prospective non-randomized study was conducted in 24 self-referred female subjects (mean age 37.9+/-7.3 years) who perceived themselves as emotionally distressed. Subjects were offered participation in one of two subsequential 3-months yoga programs. Group 1 (n=16) participated in the first class, group 2 (n=8) served as a waiting list control. During the yoga course, subjects attended two-weekly 90-min Iyengar yoga classes. Outcome was assessed on entry and after 3 months by Cohen Perceived Stress Scale, State-Trait Anxiety Inventory, Profile of Mood States, CESD-Depression Scale, Bf-S/Bf-S' Well-Being Scales, Freiburg Complaint List and ratings of physical well-being. Salivary cortisol levels were measured before and after an evening yoga class in a second sample.
Compared to waiting-list, women who participated in the yoga-training demonstrated pronounced and significant improvements in perceived stress (P<0.02), State and Trait Anxiety (P<0.02 and P<0.01, respectively), well-being (P<0.01), vigor (P<0.02), fatigue (P<0.02) and depression (P<0.05). Physical well-being also increased (P<0.01), and those subjects suffering from headache or back pain reported marked pain relief. Salivary cortisol decreased significantly after participation in a yoga class (P<0.05).
Women suffering from mental distress participating in a 3-month Iyengar yoga class show significant improvements on measures of stress and psychological outcomes. Further investigation of yoga with respect to prevention and treatment of stress-related disease and of underlying mechanism is warranted.
Teaching is a demanding profession, with the potential to provide high levels of satisfaction. However, research shows that it can also be stressful: Teachers report multiple sources of chronic stress (including workload, students, parents, and administrators) and symptoms of burnout, such as emotional exhaustion, helplessness, and cynicism; rates of desistence often top 30 %. Studies of teachers’ everyday coping indicate that adaptive coping may provide a buffer and maladaptive coping a risk factor as teachers negotiate these stressors. In fact, developmental models suggest that constructive coping has the potential to transform previously stressful interactions into opportunities for learning and development, contributing to higher quality engagement in teaching, greater satisfaction, and well-being. This chapter explores the promise of mindfulness practices and interventions to aid teachers in developing personal resources that would help them cope more constructively, and thereby provide a pathway toward everyday resilience. First, we present a developmental model depicting the kinds of constructive coping that can promote teacher engagement and learning. Second, we identify multiple points in the process of coping where mindfulness could make an important difference, focusing especially on the mechanisms through which mindfulness could have its salutary effects. We conclude with suggestions for how mindful coping might change students’ experiences in the classroom, since better coping may improve educators’ engagement in teaching and the quality of their relationships with students and classroom management. We hope that the developmental model might provide a framework useful for guiding future studies on mindfulness and teachers’ everyday coping and resilience.
If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it's "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it' - Educare News This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work' - Discourse: Studies in the Cultural Politics if Education Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership' - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the architecture' of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders' work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.
Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.
The main enemies of large-scale reform are overload and extreme fragmentation, Mr. Fullan points out. The three stories he outlines here serve to lend coherence to an otherwise disjointed system. Those involved in reform, from the schoolhouse to the state house, can take advantage of the growing knowledge base embedded in this framework to combat these enemies of large-scale reform. IT TAKES ABOUT three years to achieve successful change in student performance in an elementary school. Depending on size, it takes about six years to do so in a secondary school. 1. While this is good news, there are two serious problems with this finding. First, these successes occur in only a small number of schools; that is, these reform efforts have not "gone to scale" and been widely reproduced. Second, and equally problematic, there is no guarantee that the initial success will last. Put in terms of the change process, there has been strong adoption and implementation, but not strong institutionalization.
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.
This study employed a partially-mixed concurrent equal-status design to investigate factors motivating Chinese teachers to enter the teaching profession and sources of teacher job satisfaction in China as opposed to those described in the international literature. The data were collected in Jilin Province of China from 510 teachers who participated in a survey. The quantitative results indicated that Chinese teachers were motivated by both intrinsic (e.g. liking to be a teacher) and extrinsic factors (e.g. salary) to enter the teaching profession. Furthermore, MANOVA showed that teachers who were more intrinsically motivated to enter the teaching profession reported a higher level of job satisfaction. Qualitative data revealed that some job-satisfaction factors were universal across countries and some were specific to China. This study offered some implications for educational policy makers and practitioners worldwide and in China.
This national survey of 1,201 kindergarten through Grade-12 U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide are highly stressed, with California teachers at the top of the list. Differences in reported stress by socioeconomic class and suggested coping strategies are also discussed.
Purpose
It may be argued that some shared psychological mechanisms (attribution) and structures (schemas) are likely to play a role in how individuals perceive stress. This paper seeks to propose and test some hypothesised relationships between stress attribution domains and burnout dimensions.
Design/methodology/approach
The participants were 416 classroom teachers in 38 randomly selected high schools in New South Wales, Australia. Two established instruments, the Maslach Burnout Inventory, and the Teachers' Attribution of Responsibility for Stress Scale were employed in a postal survey. Data were analysed using confirmatory factor analysis and multilevel modelling.
Findings
Most variance was at the individual level, supporting the view that the stress and burnout were overwhelmingly psychological phenomena. Findings suggest the centrality of stress attributed to student misbehaviour in predicting each of the three dimensions of burnout: depersonalisation, emotional exhaustion, and personal accomplishment. Occupational stress attributed to personal failings also negatively predicted personal accomplishment.
Practical implications
The principal implication for practice is that greater emphasis should be placed on effective management of student behaviour when assisting teachers at risk of burnout.
Originality/value
This original study provides new insights into attribution schemas to assist understanding teachers' perceptions and reporting of their occupational stress and burnout in an education system.
The researcher utilized block-entry regression analysis to determine the impacts of teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy on retention in teaching from 782 teacher surveys. Findings indicated that 83.50% of participants planned to teach until retirement. Wald statistics indicated that years teaching experience, socioeconomic status (SES), salary and workload, parent and student, and technology all made statistically significant contributions to the model. Contrary to existing literature, the findings indicated that teachers in the lowest SES schools were more likely to continue teaching until retirement than teachers in the highest SES schools. The data seemed to indicate that schools in this study interested in increasing teacher retention rates should consider increasing salaries, reducing their workloads, and strive to improve parent and student participation and cooperation levels.
Meditation is a complex process involving change in cognition, memory, and social and emotional control, and causes improvement in various cardiovascular, neurological, autoimmune, and renal pathologies. Meditation also become widely used in medical and psychological treatment therapies for stress-related physical and mental disorders. But still, biological mechanisms in terms of effect on brain and body are poorly understood. This paper explains the basic changes due to meditation in cerebral cortex, prefrontal area, cingulate gyrus, neurotransmitters, white matter, autonomic nervous system, limbic system, cytokines, endorphins, hormones, etc. The following is a review of the current literature regarding the various neurophysiological mechanisms, neuro-endocrine mechanisms, neurochemical substrates, etc. that underlies the complex processes of meditation.
: Stress is considered a crucial trigger for physical and mental illness. Stress reduction is a known long-term benefit of regular Hatha yoga practice. The efficacy of a single-session Hatha yoga class on stress reduction is not currently known.
: This study investigated the comparative effectiveness of a single 90-minute Hatha yoga class and an 8-week, 90-minute-class-per-week course.
: We used a quasiexperimental design and recruited 63 female community residents in New Taipei City aged 40-60 years. Participants were randomly divided into an experimental group (n = 30) and a control group (n = 33). The experimental group received the 8-week Hatha yoga course. The control group received no intervention. The Perceived Stress Scale (PSS) and heart rate variability (HRV) assessed stress reduction effectiveness. Chi-square, independent t test, paired t test, and generalized estimating equations were used for data analysis.
: After a single 90-minute class of Hatha yoga, experimental group PSS scores were significantly less than those of the control group (p = .001). Although experimental group HRV (low-frequency norm and high-frequency norm) had improved, these changes were not statistically significant (p = .059). PSS scores for the single 90-minute class and 8-week course did not significantly differ (p = .157) and HRV of statistics is significant (p = .005). Generalized estimating equations analyzed changes in the effectiveness over time of stress reduction (HRV and PSS) after the Hatha yoga intervention. Results showed the postintervention HRV and PSS of the experimental group decreased significantly (p < .001) more than the control group.
: Our findings support the position that regular, long-term practice of Hatha yoga provides clear and significant health benefits. Participation in a single 90-minute Hatha yoga class can significantly reduce perceived stress. Doing Hatha yoga regularly can reduce perceived stress even more significantly.
This study investigated elements of school environments that explain variance in burnout scores in a sample of university graduates from Brisbane, Australia, two years after they commenced work as teachers. Using a longitudinal survey methodology, 79 beginning teachers completed the Maslach Burnout Inventory (MBI) on four occasions over a two‐year period, first, six weeks after they commenced work as teachers and finally, in the concluding term of their second year of teaching. Beginning teachers also completed the Work Environment Scale each time they were surveyed. The revised Eysenck Personality Questionnaire was administered when the graduands were first surveyed. In a series of hierarchical regression analyses, reports of how innovative the work environment was perceived to be added significantly to the explanation of variance in all three MBI subscales after first controlling for initial levels of burnout and the personality trait Neuroticism.
In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on whats going wrong. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking whats going wrong we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at whats going right.
Perceived levels of work-related stress, workload, and job satisfaction were measured for 204 secondary teachers in the Hunter Region of New South Wales, Australia, using self-report questionnaires. A causal model was developed hypothesizing relationships between teacher characteristics; aspects of the teaching context; perceived workload; satisfaction with teaching; and four aspects of teacher stress: stress from staff tensions and conflict, time pressure, students and classroom conditions, and lack of rewards and recognition. Teaching context, workload, and satisfaction were found to affect stress directly. The importance of workload and job satisfaction was demonstrated by indirect effects between teaching context and stress outcomes.
Cross-study differences in the contributions of work attitudes to the turnover process led us to (a) estimate the six relations among job satisfaction, organizational commitment, turnover intention/withdrawal cognitions, and turnover using meta-analysis; (b) assess the effects of several psychometric moderators on those relations; and (c) compare the influences of satisfaction and commitment in the turnover process by applying path analysis to the meta-analytic correlations. Based on aggregations involving a total of 178 independent samples from 155 studies, results showed that (a) satisfaction and commitment each contribute independently to the prediction of intention/cognitions; (b) intention/ cognitions are predicted more strongly by satisfaction than by commitment; (c) intention/cognitions mediate nearly all of the attitudinal linkage with turnover; and (d) attitudinal contributions to the turnover process vary with the use of single- versus multi-item scales, the 9-versus 15-item version of the Organizational Commitment Questionnaire, and turnover intention versus withdrawal cognition scales. [ABSTRACT FROM AUTHOR] Copyright of Personnel Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
School-age children report much stress in their daily lives, which may lead to psychological and physical problems. Mindfulness-based Stress Reduction is a program of awareness-based practices effective with adults. The purpose of this study was to investigate the efficacy of mindfulness training through yoga with school-age girls to reduce perceived stress, enhance coping abilities, self-esteem, and self-regulation, and explore the relationship between the dose of the intervention and outcomes.
Fourth- and fifth-grade girls were recruited from two public schools and randomly assigned to intervention and wait-list control groups. The intervention group met 1 hour a week for 8 weeks and completed 10 minutes of daily homework.
Self-esteem and self-regulation increased in both groups. The intervention group was more likely to report greater appraisal of stress (p < .01) and greater frequency of coping (p < .05). Homework accounted for 7% of the variance in reported stress.
Consistent with reports of mindfulness training, greater awareness of the feelings associated with stress may enhance coping abilities. However, it is possible that the increasing awareness of stressors in itself increased stress, possibly as part of the process of developing mindfulness or related to cognitive, emotional, or social development. Mindfulness in children may differ from mindfulness in adults and warrants further investigation.
This article reports a systematic review and critical appraisal of the effect of yoga on stress management in healthy adults.
A systematic literature search was performed to identify randomized controlled trials (RCTs) and clinical controlled trials (CCTs) that assessed the effects of yoga on stress management in healthy adults. Selected studies were classified according to the types of intervention, duration, outcome measures, and results. They were also qualitatively assessed based on Public Health Research, Education and Development standards.
The systematic review was based on eight RCTs and CCTs that indicated a positive effect of yoga in reducing stress levels or stress symptoms. However, most of the studies had methodological problems in that the intervention duration was short and limited follow-up data was available.
This review revealed positive effects of yoga on stress reduction in healthy adult populations. However, the result should be interpreted with caution due to the small number of studies and the associated methodological problems. Further studies to ascertain yoga's long-term effects and the underlying biological mechanisms leading to its stress reduction effect should be conducted.
Mindfulness meditation practices (MMPs) are a subgroup of meditation practices which are receiving growing attention. The present paper reviews current evidence about the effects of MMPs on objective measures of cognitive functions. Five databases were searched. Twenty three studies providing measures of attention, memory, executive functions and further miscellaneous measures of cognition were included. Fifteen were controlled or randomized controlled studies and 8 were case-control studies. Overall, reviewed studies suggested that early phases of mindfulness training, which are more concerned with the development of focused attention, could be associated with significant improvements in selective and executive attention whereas the following phases, which are characterized by an open monitoring of internal and external stimuli, could be mainly associated with improved unfocused sustained attention abilities. Additionally, MMPs could enhance working memory capacity and some executive functions. However, many of the included studies show methodological limitations and negative results have been reported as well, plausibly reflecting differences in study design, study duration and patients' populations. Accordingly, even though findings here reviewed provided preliminary evidence suggesting that MMPs could enhance cognitive functions, available evidence should be considered with caution and further high quality studies investigating more standardized mindfulness meditation programs are needed.
More than 15.8 million people in the United States now practice some form of yoga, and nearly half of current practitioners stated they began yoga practice as a means of improving overall health. More broadly understood in a modern context, yoga is a set of principles and practices designed to promote health and well-being through the integration of body, breath, and mind. This article outlines the history of yoga and describes several forms, including asana-based yoga, which is becoming popular in the United States. Research findings related to use of yoga as a therapy for various health problems are reviewed. Guidelines for finding a yoga teacher are offered, as are a number of book and Internet sources of further information.
Purpose – To draw upon a structured review of the literature on formalised mentoring programs for principals with the purpose of exploring their nature and the positive and negative outcomes of them for the parties involved.
Design/methodology/Approach - The methodological approach utilised in this paper was a structured review of the literature which is a pre-determined set of criteria, namely a set of coding categories, used for analysing research papers. Forty research based papers constituted the structured review and major coding categories utilised in this paper were positive and negative outcomes of mentoring programs for mentors and mentees and factual data relating to the research focus of the sample.
Findings - Both positive and negative outcomes of mentoring were reported in the 40 research based papers, with substantially more papers reporting positive outcomes. Frequently cited positive outcomes for mentees included support, sharing ideas and professional development while, for mentors, networking, professional development and the opportunity to reflect were noted. Frequently cited negative outcomes for mentors and mentees were lack of time to undertake mentoring and personality or expertise mismatch.
Practical Implications - The findings highlight the necessity for planners of programs to ensure that mentors are trained; the matching process is executed to eliminate potential incompatibilities; and time for mentoring is factored into program implementation.
Originality / value of the paper - The major contribution of the paper is it makes a strong claim about the specific outcomes of mentoring programs for principals thereby providing a clearer picture regarding its potential as well as its caveats.
This study investigated the link between meditation, self-reported mindfulness and cognitive flexibility as well as other attentional functions. It compared a group of meditators experienced in mindfulness meditation with a meditation-naïve control group on measures of Stroop interference and the "d2-concentration and endurance test". Overall the results suggest that attentional performance and cognitive flexibility are positively related to meditation practice and levels of mindfulness. Meditators performed significantly better than non-meditators on all measures of attention. Furthermore, self-reported mindfulness was higher in meditators than non-meditators and correlations with all attention measures were of moderate to high strength. This pattern of results suggests that mindfulness is intimately linked to improvements of attentional functions and cognitive flexibility. The relevance of these findings for mental balance and well-being are discussed.
This paper presents evidence from three samples, two of college students and one of participants in a community smoking-cessation program, for the reliability and validity of a 14-item instrument, the Perceived Stress Scale (PSS), designed to measure the degree to which situations in one's life are appraised as stressful. The PSS showed adequate reliability and, as predicted, was correlated with life-event scores, depressive and physical symptomatology, utilization of health services, social anxiety, and smoking-reduction maintenance. In all comparisons, the PSS was a better predictor of the outcome in question than were life-event scores. When compared to a depressive symptomatology scale, the PSS was found to measure a different and independently predictive construct. Additional data indicate adequate reliability and validity of a four-item version of the PSS for telephone interviews. The PSS is suggested for examining the role of nonspecific appraised stress in the etiology of disease and behavioral disorders and as an outcome measure of experienced levels of stress.
Numerous studies have explored the effectiveness of complementary and alternative medicine in the treatment of migraine but there is no documented investigation of the effectiveness of yoga therapy for migraine management.
To investigate the effectiveness of holistic approach of yoga therapy for migraine treatment compared to self-care.
A randomized controlled trial.
Seventy-two patients with migraine without aura were randomly assigned to yoga therapy or self-care group for 3 months. Primary outcomes were headache frequency (headache diary), severity of migraine (0-10 numerical scale) and pain component (McGill pain questionnaire). Secondary outcomes were anxiety and depression (Hospital anxiety depression scale), medication score.
After adjustment for baseline values, the subjects' complaints related to headache intensity (P < .001), frequency (P < .001), pain rating index (P < .001), affective pain rating index (P < .001), total pain rating index (P < .001), anxiety and depression scores (P < .001), symptomatic medication use (P < .001) were significantly lower in the yoga group compared to the self-care group.
The study demonstrated a significant reduction in migraine headache frequency and associated clinical features, in patients treated with yoga over a period of 3 months. Further study of this therapeutic intervention appears to be warranted.
To compare yoga and relaxation as treatment modalities at 10 and 16 weeks from study baseline to determine if either of modality reduces subject stress, anxiety, blood pressure and improve quality of life.
A randomised comparative trial was undertaken comparing yoga with relaxation.
One hundred and thirty-one subjects with mild to moderate levels of stress were recruited from the community in South Australia.
Ten weekly 1- h sessions of relaxation or hatha yoga.
Changes in the State Trait Personality Inventory sub-scale anxiety, General Health Questionnaire and the Short Form-36.
Following the 10 week intervention stress, anxiety and quality of life scores improved over time. Yoga was found to be as effective as relaxation in reducing stress, anxiety and improving health status on seven domains of the SF-36. Yoga was more effective than relaxation in improving mental health. At the end of the 6 week follow-up period there were no differences between groups in levels of stress, anxiety and on five domains of the SF-36. Vitality, social function and mental health scores on the SF-36 were higher in the relaxation group during the follow-up period.
Yoga appears to provide a comparable improvement in stress, anxiety and health status compared to relaxation.