ERIC Number: EJ1427834
Record Type: Journal
Publication Date: 2024-May
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2578-4218
EISSN: EISSN-2578-4226
Two for One: Effectiveness of a Mandatory Personal and Classroom Stress Management Program for Preservice Teachers
Bilun Naz Böke; Julia Petrovic; Stephanie Zito; Isabel Sadowski; Dana Carsley; Susan Rodger; Nancy L. Heath
School Psychology, v39 n3 p312-324 2024
The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (M[subscript age]= 22.46 years; 88% women) completed the program as well as baseline, post program, and follow-up measures. A comparison group of 63 preservice teachers (M[subscript age] = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own "and "their students' well-being.
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Stress Management, Required Courses, Well Being, Course Evaluation, Program Effectiveness
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A