08. Health and Wellbeing Education
Paper
Work-related Stress, Coping, and Emotional Exhaustion of School Principals. Results of the COVID-HL Study
Anita Sandmeier1, Kevin Dadaczynski2,3, Orkan Okan4, Skedsmo Guri1
1Schwyz University for Teacher Education (Switzerland; 2Fulda University of Applied Sciences (Germany); 3Leuphana University Lueneburg (Germany); 4Technical University of Munich (Germany)
Presenting Author: Sandmeier, Anita
BACKGROUND: While student and teacher health enjoy a high level of interest in empirical health research, research on the health of school leaders has barely been on the research agenda. The few studies available indicate, among other things, that school principals are frequently affected by psychological stress, which is more pronounced compared to other occupational groups (Dewa et al., 2009; Philips et al., 2008). Findings in the context of the COVID-19 pandemic since 2020 indicate that school principals feel stressed primarily due to workload, interpersonal conflict, a lack of resources, and personal pressure (Hansen et al., 2020). Looking at physical and psychological exhaustion, 45% of school principals and school board members surveyed in a German study reported that they find it difficult to recover at the end of a workday, and one-third often/always feel psychologically exhausted (Dadaczynski et al., 2021). In a Swiss study, 29% of school leaders reported reduced well-being, a quarter find it difficult to recover after a workday, and one in five school leaders often feel psychologically exhausted at work (Sandmeier et al., 2021). How school leaders cope with work-related stress and the extent to which work-related coping behaviors are associated with mental health has not been studied to date.
RESEARCH QUESTION: Based on the job demands-resources model (Demerouti et al., 2001) and transactional stress theory (Lazarus & Folkman, 1984), the relationship between work-related stress and mental health of school administrators during the COVID-19 pandemic will be examined. In addition, we will analyze how school principals cope with work-related stress and the extent to which coping behaviors may explain the relationship between stress and mental health.
Methodology, Methods, Research Instruments or Sources UsedMETHODS: Data from the COVID-HL school leadership study are used, which was conducted in the first half of 2021 with N=2186 school leaders from Germany and N=385 school leaders from Switzerland. For the assessment of mental health, exhaustion as a leading symptom of burnout is used, which was recorded via three items and a five-point likert scale (Schaufeli et al., 2020). Work-related stress was measured using a short version of the Perceived Stress Scale, linguistically adapted to the COVID-19 pandemic and school context (Schneider et al., 2020). To gain initial insights into work-related coping behaviors, three subscales (intensification, extensification, quality reduction) of the Self-endangering Work Behavior Instrument were used (Krause et al., 2015). In addition to gender and age, school type is also included as control variables. Structural equation modeling in R (R Team, 2020) using the integrated development environment and the software RStudio with the package lavaan (Rosseel, 2012) is used to model the interaction of stress, coping behavior, and exhaustion.
Conclusions, Expected Outcomes or FindingsRESULTS AND THEIR SIGNIFICANCE: The data are currently being analyzed, and it is assumed that work-related stress is positively associated with levels of exhaustion. Similarly, it is assumed that all dimensions of coping strategies (intensification, extensification, and quality reduction) are associated with higher levels of exhaustion, and that the association of work-related stress and exhaustion is at least partially explained by coping. Taking into account gender, age and type of school, the results should contribute to target group-specific health promotion of a hitherto neglected occupational group.
ReferencesDemerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499 – 512.
Dadaczynski, K., Okan, O. & Messer, M. (2021). Belastungen und Beanspruchungen von Schulleitungen während der Corona-Pandemie. Ergebnisse einer Online-Befragung in vier Bundesländern. Public Health Zentrum Fulda (PHZF) an der Hochschule Fulda, Interdisziplinäres Zentrum für Gesundheitskompetenzforschung (IZGK) an der Universität Bielefeld & Pflegewissenschaft II an der Universität Trier. Verfügbar unter: https://doi.org/10.4119/unibi/2957528 [Zugriff am 26.09.2022].
Dewa, S.C., Dermer, S.W., Chau, N., Lowrey, S., Mawson, S., Bell, J. (2009). Examination of factors associated with the mental health status of principals. Work, 33, 439–448
Hansen, J., Klusmann, U. & Hanewinkel, R. (2020). Stimmungsbild: Lehrergesundheit in der Corona-Pandemie. Befragung zur Lehrergesundheit 2020. Kiel: IFT Nord. Verfügbar unter: https://tinyurl.com/26fpms9y [Zugriff am 26.09.2022].
Krause, A., Baeriswyl, S., Berset, M., Deci, N., Dettmers, J., Dorsemagen, C., Meier, W., Schraner, S. Stetter, B. & Straub, L. (2015). Selbstgefährdung als Indikator für Mängel bei der Gestaltung mobil-flexibler Arbeit: Zur Entwicklung keines Erhebungsinstruments. Wirtschaftspsychologie, 01/2015, 49-59.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Phillips, S.J., Sen, D., McNamee & R. (2008). Risk factors for work-related stress and health in headteachers. Occ Med, 58, 584–586
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. J Stat Softw, 48, 1-36.
RStudio Team (2020). RStudio: Integrated Development for R. Boston: RStudio, PBC. Verfügbar unter: http://www.rstudio.com/ [Zugriff am 26.09.2022].
Sandmeier, A., Betschart, S., Perrenoud, O. & Skedsmo, G. (2021). HEPISCO (Health Promotion In Schools in Times of Covid-19) – Studie. Erste Ergebnisse zur Gesundheit von Schweizer Schulleiter/innen. Zenodo. Verfügbar unter: https://doi.org/10.5281/zenodo.5575956 [Zugriff am 26.09.2022].
Schaufeli, W.B., De Witte, H. & Desart, S. (2020). Manual Burnout Assessment Tool (BAT) - Version 2.0. KU Leuven, Belgium: Unpublished internal report. Verfügbar unter: https://tinyurl.com/yyh5ewuy [Zugriff am 26.09.2022].
Schneider, E.E., Schönfelder, S., Domke-Wolf, M. & Wessa, M. (2020). Measuring stress in clinical and nonclinical subjects using a German adaptation of the Perceived Stress Scale. Int J Clin Health Psychol, 20, 173-181.
08. Health and Wellbeing Education
Paper
Understanding Teacher Well-being Through Multimethod Approach
Ann-Cathrin Faldet1, Heidi Harju-Luukkainen2, Hege Knudsmoen3, Minna Maunula4
1University of Inland Norway, Norway; 2University of Jyväskylä, Finland; 3OsloMet University, Norway; 4University of Jyväskylä, Finland
Presenting Author: Faldet, Ann-Cathrin;
Maunula, Minna
This study involved two research approaches: 1) a case study and 2) a robust literature review. These were conducted to strengthen the very sparsely studied phenomenon of teacher wellbeing in the primary school context. By combining these two methods, we are able to obtain a broader and deeper picture of the studied phenomenon. This study answers two research questions: 1) What experiences do teachers have regarding their wellbeing during teacher classroom management (TCM) implementation? 2) What studies have been conducted on teacher wellbeing in dealing with students with externalising conduct? Therefore, the aim of this study was to strengthen our understanding of teacher wellbeing using a multimethod approach.
The diversity of pupils and their different difficulties challenge teachers’ skills and methods in teaching. Some behavioural challenges require rapid intervention and a multidisciplinary and interdisciplinary approach by the teachers. An internationally recognised tool, TCM, aims to support pupils’ socio-emotional development, improve teacher–pupil interaction, and strengthen school–home cooperation. This case study examines teachers’ experiences of TCM in the Finnish primary school context. The study is qualitative, and the data (N = 16) was collected through focus group interviews.
The theoretical framework of this study includes various indicators of teacher’s wellbeing. A systematic literature review was conducted to develop a robust theoretical framework for this paper. Wellbeing is a multidimensional notion and an understudied phenomenon (Berlanda, et al., 2019; Reddy et al., 2018; Weiland, 2021). Wellbeing theorists study the individual trait of flourishing, “understood as optimal ways of functioning characterised by goodness and wholeness” (Cherkowski & Walker, 2016). Research on human flourishing focuses on the importance of healthy relationships (Cherkowski & Walker, 2016), centrality of emotion and affect (Fredrickson, 2001), and feelings of competence (Dollansky, 2014). We therefore included Gibbs (2018) thoughts about teachers’ identities, autonomy, and efficacy.
Seligman’s (2002, 2011) wellbeing theory stemmed from positive psychology, studying positive human qualities, habits, and mental models, rather than the analysis or exploration of deficits and negative attributes (Seligman & Csikszentmihalyi, 2000). In 2002, Seligman claimed that ‘happiness’ is made up of three elements: positive emotion, engagement, and meaning. In 2011, Seligman revised his theory to include two other elements: relationships and accomplishments. According to Seligman (2011), positive relationships, or a lack thereof, have a critical influence on overall wellbeing; wellbeing should be viewed as a construct.
Researchers recently have followed Seligman’s approach to viewing the issue of teacher wellbeing through a positive psychology lens. The conversation turned to retaining teachers through mindfulness (De Stercke, Goyette, & Robertson, 2015), with positive teacher leadership practices focused on wellbeing for all (Cherkowski, 2018). Cherkowski (2018) specifically emphasised teacher wellbeing as a priority in its own right. This is in contrast to focusing on wellbeing as a tool to prevent burnout and attrition or solely to benefit students. In this paper, we aim to develop a deeper understanding of teachers’ wellbeing regarding students’ externalising conduct in classroom/schools as a preventive approach to wellbeing in education.
Methodology, Methods, Research Instruments or Sources UsedThis study involved two research approaches to strengthen our understanding of the studied phenomenon. Therefore, we employed a multimethodological approach. First, we used a case study as one of our methods. The TCM case group management method was conducted during the academic year 2021–2022 in one municipality in Finland. The TCM group management workshop started in August 2021, and a total of 16 teachers from grades 1–6 from the two pilot schools were selected to participate. The study examined teachers’ experiences of the TCM method through qualitative case study research. The data was collected through thematic focus group interviews. The data was analysed via content analysis and processed hermeneutically and abductively.
The systematic literature review, as our second methodological approach, functions as the theoretical framework for this study. It includes various indicators of teacher’ wellbeing. Suri (2018) identified six key decisions associated with a research synthesis. We used this method to identify, search, evaluate, understand, and interpret the selected articles; qualitative, quantitative, and mixed-method studies were included. We used strict literature search and selection criteria to ensure a complete review of studies that included empirical findings related to teachers’ wellbeing regarding students’ externalising conduct in schools in Europe. First, a comprehensive literature search was performed using the keywords wellbeing* OR wellbeing*, external*, teacher*, and school*. The searches were conducted in two electronic databases: Web of Science and ERIC. In the first search, we included peer-reviewed journal publications and dissertations published from 2000 to 2023. All articles had to be in English. All of the authors of this paper conducted independent literature searches using the same keywords and search engines. Duplicate studies were removed, and consensus was reached through a joint review by the authors of the latest set of studies included in this review. As a result of the first search, 281 studies were identified: 186 from Web of Science and 96 from Eric. Second, the initial sum of articles was reduced to 6 from Web of Science and 5 from Eric, but one of the Eric articles had already been found in the Web of Science search articles.
Conclusions, Expected Outcomes or FindingsAccording to the teachers, participation in TCM training strengthened group management skills and their ability to cope at work. First, the TCM training was excellently organised and did not overburden them. The training took place over a full day, during which time substitutes were hired for the teachers. As a result, the teachers felt refreshed and focused on the content of the training at the start of the day. The exercises were concrete, small tasks linked to their own teaching work. The teachers found the TCM training to be rewarding and supportive of their own ability to cope at work. They recommended the training to all colleagues, including those experiencing fatigue or inadequacy. The training prompted reflection on their own pedagogical philosophy and the roots of their teaching. The training was perceived as clarifying the core of the teachers’ work and as a way of looking at the whole from different perspectives and from a distance. Teachers stated that the school day is filled with small achievements, but it is important to remember the bigger picture and the longer-term key objectives of learning and education, including sustainable wellbeing.
Through the literature review, we were able to identify important factors or characteristics of the investigated phenomenon of teacher wellbeing regarding students’ externalising conduct. We were also able to identify and analyse gaps in existing research knowledge (Munn et al., 2018). According to Barni et al. (2019), teachers’ conservation values were positively associated with a sense of self-efficacy regardless of the type and level of motivation for teaching. More interestingly, the relationships between openness to change and self-efficacy on the one hand, and self-transcendence and self-efficacy on the other, varied depending on teachers’ motivations. These relationships were stronger when teachers perceived less external pressure and felt self-determined towards teaching.
ReferencesBarni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in psychology, 10, 1645.
Berlanda, S., Fraizzoli, M., Cordova, F. d., & Pedrazza, M. (2019). Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work? Int J Environ Res Public Health, 16(22), 4439.
Cherkowski, S. (2018). Positive teacher leadership: Building mindsets and capacities to grow wellbeing. International Journal of Teacher Leadership, 9, 63-78.
Cherkowski, S., & Walker, K. (2016). Purpose, passion and play: Exploring the construct of flourishing from the perspective of school principals. Journal of Educational Administration, 54, 378-392.
De Stercke, J., Goyette, N., & Robertson, J. E. (2015). Happiness in the classroom: Strategies for teacher retention and development. Prospects, 45, 421-427.
Dollansky, T. D. (2014). The importance of the beginning teachers’ psychological contract: A pathway toward flourishing in schools. International Journal of Leadership in Education, 17, 442-461.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143.
Nye, E., Melendez-Torres, G. J. & Gardner, F. (2017). Mixed methods systematic review and multilevel meta-analysis of a teacher classroom management programme: effectiveness and stakeholders’ experiences. Society for Research on Educational Effectiveness (SREE). https://eric.ed.gov/?id=ED610946 Read 24.3.2022.
Reddy, L. A., Espelage, D. L., Anderman, E. M., Kanrich, J. B., & McMahon, S. D. (2018). Addressing violence against educators through measurement and research. Aggression and violent behavior, 42, 9-28.
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realise your potential for lasting fulfillment. Atria.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Atria.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research. Systematic Reviews in Educational Research, 41-54.
Weiland, A. (2021). Teacher well-being: Voices in the field. Teaching and Teacher Education, 99, 103250.
08. Health and Wellbeing Education
Paper
Work Ability in the Context of the JD-R Model: Pathways to Promote the Well-being of Teachers
Petr Hlaďo
Masaryk University, Czech Republic
Presenting Author: Hlaďo, Petr
Teaching is an increasingly demanding profession linked to many intrapersonal, interpersonal, societal, organizational, and administrative obstacles, hurdles, and challenges (Mäkelä & Hirvensalo, 2015). In addition, the COVID-19 pandemic has highlighted the effort and complexity of the teaching profession while requiring teachers to adapt to new job demands (e.g., shift to remote teaching). Specific physiological and psychological job demands and the limited individual preconditions for their fulfillment can cause teachers to experience feelings of insufficiency, relatively high levels of stress, low job satisfaction, and absenteeism (Bogaert et al., 2014). Thus, some teachers leave the teaching profession during their productive years, and older teachers consider, and often choose, early retirement (Dunlop & Macdonald, 2004).
The work ability concept was proposed to identify whether individuals are able to continue to meet the physical and psychosocial requirements of their profession. Work ability is defined as a balance between personal resources and work characteristics or as the individual capacity to complete required work tasks and cope with the job demands successfully (Ilmarinen et al., 2008). For our research, we define work ability as a teacher’s self-perception or evaluation of their capacity to continue working contentedly in the teaching profession, given the characteristics of the job and their personal resources.
The importance of work ability in the context of well-being is that it predicts the quality of life in the physical, psychological, relational, and environmental domains (Milosevic et al., 2011). Among teachers, work ability was a significant and important predictor of current job satisfaction (Ünlü & Filiz, 2019).
In recent years, several studies, meta-analyses, and reviews have been published to identify and better understand a range of work-focused antecedents of work ability as a way to maintain and enhance work ability and, therefore, teachers’ well-being (cf. Cadiz et al., 2019). Considering the JD-R theory (Schaufeli & Taris, 2014), work ability can be influenced negatively by job demands (e.g., job insecurity, pupil misbehavior, time pressure, and work overload). Furthermore, the JD-R model assumes that high job demands and insufficient job resources may cause burnout. Based on the health impairment process (Schaufeli & Taris, 2014), we propose that high job demands and lacking job resources might result in a higher strain (burnout), and burnout can have an unfavorable effect on work ability.
Although these relationships have already been the research subject, the most frequently used diagnostic tool—the Work Ability Index (WAI) has been criticized (cf. Hlaďo et al., 2020). The main reasons are that the WAI overlaps with the construct of burnout and does not reflect the job specifics of the teaching profession.
Considering this research gap, the main goals of our paper are: to (1) develop and validate a new research instrument measuring work ability among teachers conceptually distinct from burnout and (b) examine the relationships between job demands, job resources, burnout, and work ability among lower secondary school teachers.
Methodology, Methods, Research Instruments or Sources UsedA longitudinal study will be conducted among teachers at lower secondary schools in the Czech Republic. The number of participants is estimated to be 1000+ teachers. Data collection will take place in spring 2023 (T1) and in autumn 2024 (T2). The data collection will be based on self-administered questionnaires. Data will be collected using both an online survey platform and paper-and-pencil forms. However, the paper will be based on cross-sectional data obtained at time T1.
Regarding research aims, standard general linear models (e.g., mediation analysis) will be employed.
Instruments:
(1) Work ability will be assessed using the new research instrument—The teacher Work Ability Scale (TWAS). Participants will be asked to answer the following questions: “Thinking about the physical, psychological, social, and organizational demands of your teaching job, how do you rate your current personal resources to meet those demands? I rate my physical capacity as…; I rate my mental capacity as…“ The TWAS items will be measured on a 5-point Likert-type scale with response options ranging from 1 – Very poor to 5 – Excellent. As part of the data analysis at T1, we will assess instrument factor structure using exploratory factor analysis (EFA) and convergent and discriminant validity.
(2) Burnout will be measured by the Czech version of the Shirom-Melamed Burnout Questionnaire (SMBQ; Ptáček et al., 2017). The SMBQ is a 14-item inventory consisting of three subscales that measure physical exhaustion, cognitive weariness, and emotional exhaustion. The SMBQ items are measured on a 7-point Likert-type scale with response options ranging from 1 – never or almost never to 7 – always or almost always.
(3) Job demands are conceptualized in our research as workload. Participants will be asked to assess the workload in administrative burden, teaching duties, and non-teaching duties on a 4-point Likert scale ranging from 1 (low) to 4 (very high).
(4) Job resources are conceptualized in our research as supervisor and co-worker support. Participants will be asked to assess the support provided by the supervisor and co-workers on a 4-point Likert scale ranging from 1 (low) to 4 (very high).
Conclusions, Expected Outcomes or FindingsFirst, we will introduce a new research instrument measuring work ability among teachers conceptually distinct from other constructs and its psychometrical properties. Second, we will extend the understanding of the relationships between teachers’ work ability on the one hand and job demands, job resources, and burnout on the other hand. This paper’s main focus will be investigating the mediating role of burnout in work ability. In addition to enriching the JD-R theory, our findings might have some practical implications for the maintenance and promotion of teachers’ work ability. Based on our findings, we will provide recommendations to support work ability and, thus, indirectly to the well-being of teachers. Recommendations will be directed not only to teachers but also to school management.
ReferencesBogaert, I., De Martelaer, K., Deforche, B., Clarys, P., & Zinzen, E. (2014). Associations between different types of physical activity and teachers’ perceived mental, physical, and work-related health. BMC Public Health, 14. Article number: 534.
Cadiz, D., Brady, G., Rineer, J. R., & Truxillo, D. (2019). A review and synthesis of the work ability literature. Work, Aging, and Retirement, 5(1), 114–138.
Dunlop, C. A., & Macdonald, E. B. (2004). The teachers health and well-being study Scotland. NHS Health Scotland.
Hlaďo, P., Dosedlová, J., Harvánková, K., Novotný, P., Gottfried, J., Rečka, K., Petrovová, M., Pokorný, B., & Štorová, I. (2020). Work ability among upper-secondary school teachers: examining the role of burnout, sense of coherence, and work-related and lifestyle factors. International Journal of Environmental Research and Public Health, 17(24), 9185.
Ilmarinen, J., Gould, R., Järvikoski, A., Järvisalo, J. (2008). In Gould, R., Ilmarinen, J., Jarvisalo, J., & Koskinen, S. (Eds.), Dimensions of work ability: Results of the Health 2000 Survey (pp. 13–24). FIOH.
Mäkelä, K., & Hirvensalo, M. (2015). Work ability of Finnish physical education teachers. The Physical Educator, 72(Special Issue), 379–393.
Milosevic, M., Golubic, R., Knezevic, B., Golubic, K., Bubas, M., & Mustajbegovic, J. (2011). Work ability as a major determinant of clinical nurses’ quality of life. Journal of Clinical Nursing, 20(19–20), 2931–2938.
Ptáček, R., Raboch, J., Kebza, V., Šolcová, I., Vňuková, M., Hlinka, J., … Strakatý, Š. (2017). Czech version of the Shirom Melamed Burnout Measure. Czechoslovak Psychology, 61(6), 536–545.
Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43–68). Springer Science + Business Media.
Ünlü, H. & Filiz, B. (2019). Work ability of the Turkish physical education teachers. Research Quarterly for Exercise and Sport, 90(4).
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