Reducing Teacher Stress and Building a More Effective School Culture

减轻教师压力并建立更有效的学校文化

基本信息

批准号：
7636173
负责人：
Anthony Biglan
金额：
$ 63.34万
依托单位：
OREGON RESEARCH INSTITUTE
依托单位国家：
美国
项目类别：
财政年份：
2009
资助国家：
美国
起止时间：
2009-06-10 至 2014-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7636173
关键词：
Adolescent Adolescent Development Adopted Adoption Affect Alcohol or Other Drugs use Attitude Behavior Behavioral Caring Client Development Distal Distress Educational Intervention Educational process of instructing Educational workshop Effectiveness Ensure Ethnic Origin Evaluation Evidence based practice Feeling Fostering Gender Relations Human Individual Instruction Intervention Left Measures Mediating Mediator of activation protein Modeling Nursery Schools Oregon Outcome Peer Group Performance Population Prevalence Problem behavior Process Race Randomized Randomized Controlled Trials Research Research Design Risk Factors Rural Sampling School Teachers Schools Series Services Social Behavior Social Development Social Environment Stress Students Testing Thinking Time Training Value of Life Victimization anti social base burnout depression deviant early adolescence effective intervention experience farmer flexibility follow-up high school improved intervention effect middle school peer prevent psychologic public health relevance research study response satisfaction teacher

项目摘要

DESCRIPTION (provided by applicant): Teachers' psychological wellbeing and school culture are important, but largely overlooked, factors in efforts to prevent adolescent problems and ensure young people's successful development. Burnout and depression are common among teachers. They affect the likelihood teachers will stay in the field and undermine teacher effectiveness. Teachers in schools that lack shared values, cooperation, and caring experience higher levels of burnout, which is a significant contributor to problems, including ineffective behavior management, high teacher turnover, low quality instruction, and coercive behavior. Yet, despite the importance of individual teacher's psychological wellbeing and a collegial school culture, research on strategies for improving these aspects of schools is seriously limited. One promising candidate for reducing teacher stress and creating effective school organizations consists of acceptance-focused interventions. This approach has led to a reduction in depression and burnout and stigmatizing attitudes toward clients of human service organizations. It has fostered adoption of evidence- based practices, and increased cooperation and support in preschools. To date no one has tested the value of this approach in public schools. We propose to conduct an experimental evaluation of an acceptance-focused intervention for reducing teacher distress and increasing school collegiality among middle school teachers. We intend to assign randomly 48 Oregon Middle schools, which are implementing Positive Behavior Support (PBS), to receive or not receive the intervention. We expect that teachers' psychological flexibility and wellbeing, school collegiality, use of positive behavior support practices, and the level of victimization among students will improve with the intervention. We will examine these outcomes in addition to results related to our secondary aim: an examination of whether the intervention has positive impact on more distal student outcomes of deviant peer formation, psychological wellbeing, behavioral outcomes, and academic performance. Potential moderators of intervention effects, such as pre-intervention levels of experiential avoidance, collegial relations, gender, school type and race/ethnicity of the staff will be examined. We will also test whether changes in response to the intervention mediate the association between the intervention condition and staff outcomes. PUBLIC HEALTH RELEVANCE: The proposed randomized-controlled study would examine the effects of an acceptance-based intervention for reducing teacher distress and increasing schools' collegiality. Evidence from existing, mostly non-experimental, studies indicates that such an intervention could create a positive collegial school culture that is more likely to support positive social development of staff and students and to influence staff to adopt, implement, and maintain evidence-based practices. This research should be a high priority because burnout and depression are common among teachers, influence many to leave the field of teaching, and undermine their effectiveness as teachers and effective interventions are lacking.

描述（由申请人提供）：教师的心理健康和学校文化很重要，但在很大程度上被忽略了，这是预防青少年问题并确保年轻人成功发展的努力的因素。倦怠和抑郁在教师中很普遍。它们会影响老师的可能性将留在该领域并破坏教师的有效性。缺乏共同价值观，合作和关怀的学校的教师经历了更高水平的倦怠，这是导致问题的重要贡献，包括行为管理无效，教师更高，低质量的指导和强制行为。然而，尽管个人教师的心理福祉和大学教学文化的重要性，但对改善学校这些方面的策略的研究仍然受到严重限制。一个有希望减轻教师压力并创建有效学校组织的有前途的候选人包括以接受为重点的干预措施。这种方法导致抑郁症，倦怠和对人类服务组织客户的态度的污名化。它促进了基于证据的实践的采用，并增加了学龄前儿童的合作与支持。迄今为止，没有人在公立学校测试了这种方法的价值。我们建议对以验收的干预进行实验评估，以减少教师困扰并增加中学教师的学校合作。我们打算随机分配实施积极行为支持（PBS）的48所俄勒冈中学，以接受或不接受干预。我们预计，教师的心理灵活性和福祉，学校合作，积极行为支持实践以及学生之间的受害水平将随着干预而提高。除了与我们的次要目标相关的结果外，我们还将研究这些结果：研究干预措施是否对更远端的同伴形成，心理健康，行为成果和学习成绩产生积极影响。将检查干预效果的潜在主持人，例如避免经验的干预水平，联合关系，性别，学校类型和员工的种族/种族/种族/种族。我们还将测试响应干预措施的变化是否调解了干预条件与员工成果之间的关联。公共卫生相关性：拟议的随机控制研究将研究基于验收的干预措施减少教师困扰和增加学校合作的影响。现有的研究（主要是非实验性）的证据表明，这种干预可能会建立积极的大学学历，该文化更有可能支持员工和学生的积极社会发展，并影响员工以采用，实施和维持基于证据的实践。这项研究应该是重中之重，因为倦怠和抑郁在教师中很普遍，影响许多人离开教学领域，并且由于缺乏教师和有效的干预措施而破坏了他们的有效性。