Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic
Abstract
:1. Introduction
2. Methods
2.1. Recruitment and Study Procedure
2.2. Intervention
2.3. Data Collection
- The PERMA Profiler—in the book Flourish (2011), Seligman defined well-being in terms of five pillars: Positive emotion, Engagement, Relationships, Meaning, and Accomplishment, or PERMA [36]. Butler & Kern [37] developed the PERMA-Profiler as a brief measure of PERMA. The questionnaire includes 23 items: 3 questions from every 5 domains, and additionally, 3 questions around negative emotions and health and 1 question about loneliness and overall well-being.
- Satisfaction with Life Scale (SWLS)—Since its introduction in 1985, the Satisfaction with Life Scale by Diener, Emmons, Larsen & Griffin [38] has been regularly used as a measure of the life satisfaction component of subjective well-being [39]. The SWLS consists of 5-items that require a rating on a 7-point Likert scale [40].
- Positive and Negative Affect Scale (PANAS)—evaluates the emotional state of individuals and includes 10 items of positive affect and 10 items of negative affect. The questionnaire was used as a measure of the emotional component of subjective well-being, and was found consistent on various time points; hence, it can be used as a state or trait scale [41]
- The Brief Resilience Scale (BRS)—The brief resilience scale was created to assess the ability to bounce back or recover from stress [42]. The questionnaire includes 6 questions: 3 positively worded and 3 negatively worded, using a Likert scale between 1–5.
- Mindfulness in Teaching Scale (MITS)—The questionnaire includes 20 items, a mixture of new unique items and items modified from existing scales (e.g., MAAS). Included items are teacher focus during instruction daily school activities, emotional awareness, self-regulation, and responsivity and sensitivity during student-teacher interactions. The instructors asked teachers to read statements that describe how true each statement was for them within the past month on a 1 to 5 Likert scale [43].
- Maslach Burnout Inventory (MBI)—the MBI is the most commonly used questionnaire in the field of occupational burnout in the last 30 years [44,45]. Its validity and reliability were demonstrated in various studies [16,19]. The MBI includes 14 items, which evaluate emotional exhaustion (8 items) and personal accomplishment (6 items).
- Perceived Stress Scale (PSS)—The PSS evaluates the frequency in which a person perceives daily situations as stressful. It includes 14 items rated on a scale of 0 to 4. A higher score signifies a more stressful daily experience [46].
- Demographic questionnaire—includes demographic questions such as age, economic status, marital status, years of education, years of teaching, teaching role at the school, and the degree of spirituality.
2.4. Data Analysis
3. Results
3.1. Study Cohort and Baseline Demographics Characteristics
3.2. Teachers’ Psychological and Subjective Well-Being Pre-Post IBSR Intervention
3.3. Teachers’ Resilience, Burnout, Mindfulness, and Stress Pre-Post IBSR Intervention
3.4. Correlations Analysis and Sensitive Analysis of the Study Measures
3.5. Internal Consistency of the Trial Instruments
4. Discussion
5. Conclusions
Declaration of Interest
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Intervention Group (N = 35) | Control Group (N = 32) | Difference between Groups | |||
---|---|---|---|---|---|
Mean (SD) | Mean (SD) | Test Statistic | p-Value | ||
Age (yrs) | 46.9 (8.9) | 42.9 (9.2) | T = 2.79 | 0.078 | |
Education (yrs) | 17.1 (3.2) | 18.2 (3.5) | T = 1.35 | 0.182 | |
Seniority b (yrs) | 17.7 (9.7) | 14.6 (9.8) | T = 1.30 | 0.198 | |
Job percent (%) | 91.3 (13.2) | 93.7 (14.3) | T = 0.69 | 0.49 | |
Gender a | Female | 33 (94.3%) | 25 (78.1%) | X2 = 3.75 a | 0.053 |
Male | 2 (5.7%) | 7 (21.9%) | |||
Marital status a | Single | 4 (11.4%) | 3 (9.4%) | X2 = 2.37 a | 0.668 |
Married without children | 2 (5.7%) | 1 (3.1%) | |||
Married with children | 23 (65.7%) | 24 (75.0%) | |||
Divorced | 6 (17.1%) | 3 (9.4%) | |||
widowed | 0 (0.0%) | 1 (3.1%) | |||
Economic a | Below average | 2 (5.7%) | 4 (12.5%) | X2 = 0.97 a | 0.616 |
Average | 23 (65.7%) | 19 (59.4%) | |||
Above average | 10 (28.6%) | 9 (28.1%) |
Intervention Group (N = 32) | Control Group (N = 28) | Mixed Effect Model (Time × Group) | Effect Size | |||
---|---|---|---|---|---|---|
Mean (SD) | Mean (SD) | Test Statistic (Time × Group) | p-Value | Cohen’s d | ||
PERMA b | Before | 147.8 (21.6) | 165.6 (13.8) | F = 9.55 (Increase) | 0.003 ** | 0.806 |
After | 158.1 (21.7) | 160.5 (19.3) | ||||
SWLS c | Before | 22.9 (5.8) | 28.3 (3.1) | F = 12.64 (Increase) | 0.001 ** | 0.934 |
After | 25.2 (4.7) | 26.2 (4.9) | ||||
PANAS-P a | Before | 37.4 (5.5) | 41.6 (4.3) | F = 12.09 (Increase) | 0.001 ** | 0.908 |
After | 40.2 (5.7) | 40.4 (4.8) | ||||
PANAS-N a | Before | 20.1 (6.7) | 16.7 (4.5) | F = 0.08 (Increase) | 0.783 | 0.072 |
After | 21.5 (7.7) | 17.3 (4.9) | ||||
BRS b | Before | 3.0 (0.9) | 3.7 (0.6) | F = 4.44 (Increase) | 0.039 * | 0.549 |
After | 3.2 (0.8) | 3.5 (0.5) | ||||
MBI EE | Before | 12.7 (5.9) | 9.7 (4.9) | F = 8.45 (decrease) | 0.005 ** | 0.752 |
After | 18.3 (5.4) | 18.6 (4.5) | ||||
MBI PA | Before | 10.8 (5.9) | 7.3 (3.9) | F = 3.97 (decrease) | 0.051 | 0.516 |
After | 10.7 (4.9) | 9.3 (3.6) | ||||
MITS | Before | 72.0 (6.3) | 77.3 (7.2) | F = 4.10 (Increase) | 0.047 * | 0.524 |
After | 75.1 (7.3) | 77.2 (7.9) | ||||
PSS | Before | 33.9 (10.8) | 39.5 (8.8) | F = 1.25 (Increase) | 0.269 | 0.289 |
After | 36.0 (9.4) | 39.0 (8.0) |
MBI EE | MBI PA | MITS | PANAS-p | PANAS-N | PSS | PERMA | BRS | SWLS | |
---|---|---|---|---|---|---|---|---|---|
MBI EE | 1 | ||||||||
MBI PA | 0.657 ** <0.001 | 1 | |||||||
MITS | −0.314 * 0.015 | −0.294 * 0.023 | 1 | ||||||
PANAS-P | −0.571 ** <0.001 | −0.451 ** <0.001 | 0.398 ** 0.002 | 1 | |||||
PANAS-N | 0.463 ** <0.001 | 0.116 0.381 | −0.177 0.181 | −0.377 ** 0.003 | 1 | ||||
PSS | 0.576 ** <0.001 | 0.341 ** 0.008 | −0.303 * 0.019 | −0.549 ** <0.001 | 0.431 ** 0.001 | 1 | |||
PERMA | −0.523 ** <0.001 | −0.546 ** <0.001 | 0.431 ** 0.001 | 0.662 ** <0.001 | −0.298 * 0.023 | −0.487 ** <0.001 | 1 | ||
BRS | −0.316 * 0.015 | −0.042 0.753 | 0.315 * 0.015 | 0.308 * 0.019 | −0.237 0.073 | −0.492 ** <0.001 | 0.316 * 0.015 | 1 | |
SWLS | −0.347 ** 0.008 | −0.461 ** <0.001 | 0.287 * 0.029 | 0.366 ** 0.005 | −0.092 0.497 | −0.592 ** <0.001 | 0.443 ** <0.001 | 0.389 ** 0.003 | 1 |
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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
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 StyleZadok-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