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This exploratory study evaluated a short-term (6–8 weeks) psychoeducation and support group for teachers focused on stress prevention and mindfulness (labeled SPAM group). A total of 4 groups were implemented in different schools, and evaluation was conducted with quantitative (pre- and post-measures of teacher vulnerability to stress, job satisfaction, and mindfulness) and qualitative (post-intervention interviews) elements using a quasi-experimental mixed methods design. Members reported higher mindfulness scores than participants in the comparison condition, which consisted of teachers in the same school who did not complete the group, and qualitative analyses were supportive of teachers’ satisfaction.
International research examining teacher stress and contextual factors, such as culture, government policies, professional autonomy, and school level factors, are reviewed in this chapter, as well as their impact on teachers’ occupational health. Research reviewed identifies important contextual and cultural factors impacting teacher stress and the occupational health factors of job satisfaction and workforce instability. While research examining teacher stress in different countries nation is robust, there is a dearth of research examining the role of culture within or between national borders. Further, while models of stress and occupational health are prevalent in existing research, theoretical models explaining the role of culture and other contextual factors in teacher stress are needed.
International research examining teacher stress and contextual factors, such as culture, government policies, professional autonomy, and school level factors, are reviewed in this chapter, as well as their impact on teachers’ occupational health. Research reviewed identifies important contextual and cultural factors impacting teacher stress and the occupational health factors of job satisfaction and workforce instability. While research examining teacher stress in different countries nation is robust, there is a dearth of research examining the role of culture within or between national borders. Further, while models of stress and occupational health are prevalent in existing research, theoretical models explaining the role of culture and other contextual factors in teacher stress are needed.