A prototype treatment developed to significantly reduce symptoms of stress among inservice teachers was tested in this experiment. Thirty participants selected for high stress levels were randomly assigned to treatment and control groups. They were assessed on environmental, personality, and emotional variables, using self-report and expert-judge measures, at both pre- and posttreatment. The experimental treatment was holistic, incorporating all processes previously found to be related to reducing teacher stress. At posttreatment, the treatment group averaged 1.02 standard deviations lower on the stress measures than the control group. Significant differences in the posttest means, favoring the experimental group, were found for 23 of the 39 variables measured on the three self-report instruments. As a group, the participants demonstrated substantially lower stress levels than the control group after the treatment, with a substantial decrease from their pretreatment stress levels. Since the control group received no treatment, some of the difference may be due to Hawthorne effect.
Reducing Teacher Stress
The Journal of Experimental Education
Format: Journal Article
Publication Year: 1989
Source ID: shanti-sources-21352
Zotero Collections: Education and Contemplation