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Article

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

1
Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel
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The Israeli Ministry of Education, Jerusalem district, Jerusalem 95464, Israel
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Begin High School, John Kennedy Street 8, Rosh Ha’Ayin 4852028, Israel
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Department of Genetics, Stanford University, Stanford, CA 94305, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Sara Zaniboni
Int. J. Environ. Res. Public Health 2021, 18(7), 3689; https://doi.org/10.3390/ijerph18073689
Received: 17 February 2021 / Revised: 23 March 2021 / Accepted: 27 March 2021 / Published: 1 April 2021
(This article belongs to the Special Issue Age at Work, Well-Being, and COVID-Related Challenges)
Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic. View Full-Text
Keywords: IBSR; teachers; well-being; COVID-19; personal health promotion IBSR; teachers; well-being; COVID-19; personal health promotion
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MDPI and ACS Style

Zadok-Gurman, T.; Jakobovich, R.; Dvash, E.; Zafrani, K.; Rolnik, B.; Ganz, A.B.; Lev-Ari, S. Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic. Int. J. Environ. Res. Public Health 2021, 18, 3689. https://doi.org/10.3390/ijerph18073689

AMA Style

Zadok-Gurman T, Jakobovich R, Dvash E, Zafrani K, Rolnik B, Ganz AB, Lev-Ari S. Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health. 2021; 18(7):3689. https://doi.org/10.3390/ijerph18073689

Chicago/Turabian Style

Zadok-Gurman, Tzofnat, Ronit Jakobovich, Eti Dvash, Keren Zafrani, Benjamin Rolnik, Ariel B. Ganz, and Shahar Lev-Ari. 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic" International Journal of Environmental Research and Public Health 18, no. 7: 3689. https://doi.org/10.3390/ijerph18073689

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