ERIC Number: EJ991767
Record Type: Journal
Publication Date: 2012-Sep
Reference Count: 11
Teacher Wellness: Too Stressed for Stress Management?
Kipps-Vaughan, Debi; Ponsart, Tyler; Gilligan, Tammy
Communique, v41 n1 p1, 26-28 Sep 2012
Healthier, happier teachers promote healthier, happier, and more effective learning environments. Yet, many teachers experience considerable stress. Studies have found that between one fifth and one fourth of teachers frequently experience a great deal of stress (Kyriacou, 1998). Stress in teaching appears to be universal across nations and cultures (Harney, 2008). School psychologists have the opportunity to provide powerful and effective support to enhance teachers' well being. As they strive to foster teacher wellness, they naturally impact student wellness, too. The authors offer a model program for enhancing teacher wellness at the individual level that has been successfully implemented with teachers at elementary, middle, and high schools in rural central Virginia. The program was developed and implemented by a school psychologist due to concern for how teacher stress was impacting school climate and classroom instruction. Having provided this type of service in the schools and witnessed the positive response and gratitude of teachers, the authors hope that more school psychologists will consider providing stress management programs for school staff. This article is a practical presentation of information intended to enhance success with implementing teacher stress management programs in schools.
Descriptors: Stress Management, School Psychologists, Wellness, Teacher Burnout, Relaxation Training, Stress Variables, Anxiety, Program Implementation, Educational Environment, School Personnel, Well Being, Teaching (Occupation), Teacher Persistence
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia