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是预防青少年问题和确保青少年成功发展的重要因素，但在很大程度上被忽视。倦怠和抑郁在教师中很常见。它们会影响教师留在现场的可能性并降低教师的效率。缺乏共同价值观、合作和关爱的学校里的教师会经历更高程度的倦怠，这是导致行为管理无效、教师流动率高、教学质量低和强迫行为等问题的一个重要原因。然而，尽管教师个体的心理健康和学院文化很重要，但对改善学校这些方面的策略的研究却严重有限。减少教师压力和创建有效的学校组织的一种有前途的候选方案是以接受为中心的干预措施。这种方法减少了对人类服务组织客户的抑郁、倦怠和侮辱态度。它促进了基于证据的实践的采用，并加强了学前班的合作和支持。迄今为止，还没有人测试过这种方法在公立学校中的价值。我们建议对以接受为中心的干预措施进行实验评估，以减少教师的困扰并提高中学教师的学校合作精神。我们打算随机分配 48 所正在实施积极行为支持 (PBS) 的俄勒冈州中学来接受或不接受干预。我们预计，通过干预，教师的心理灵活性和幸福感、学校合作精神、积极行为支持实践的使用以及学生的受害程度都会得到改善。除了与我们的次要目标相关的结果之外，我们还将检查这些结果：检查干预措施是否对异常同伴形成、心理健康、行为结果和学业成绩等更远端的学生结果产生积极影响。将检查干预效果的潜在调节因素，例如干预前的经验性回避水平、同事关系、性别、学校类型和教职员工的种族/族裔。我们还将测试对干预措施的反应变化是否会调节干预条件与员工结果之间的关联。公共卫生相关性：拟议的随机对照研究将检验基于接受的干预措施对减少教师痛苦和提高学校合作精神的效果。现有（大部分是非实验性）研究的证据表明，这种干预措施可以创造积极的大学文化，更有可能支持教职员工和学生的积极社会发展，并影响教职员工采用、实施和维持循证实践。这项研究应该得到高度重视，因为职业倦怠和抑郁在教师中很常见，影响许多人离开教学领域，削弱了他们作为教师的有效性，并且缺乏有效的干预措施。