Burnout and effort–reward imbalance improvement for teachers by a manual-based group program

• Published in: International archives of occupational and environmental health Vol. 85; no. 6; pp. 667 - 674
• Main Authors: Unterbrink, Thomas, Pfeifer, Ruth, Krippeit, Lorena, Zimmermann, Linda, Rose, Uwe, Joos, Andreas, Hartmann, Armin, Wirsching, Michael, Bauer, Joachim
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer-Verlag 01-08-2012; Springer; Springer Nature B.V
• Subjects: Adaptation, Psychological; Adult; Biological and medical sciences; Burnout; Burnout, Professional - prevention & control; Earth and Environmental Science; Environment; Environmental Health; Faculty; Female; Fundamental and applied biological sciences. Psychology; Germany; Health Promotion - methods; Humans; Intervention; Male; Middle Aged; Occupational Exposure - adverse effects; Occupational health; Occupational Medicine/Industrial Medicine; Occupational psychology; Original Article; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychotherapy, Group; Rehabilitation; Reward; Schools; Stress; Stress, Psychological - physiopathology; Stress, Psychological - therapy; Surveys and Questionnaires; Teachers; Work condition. Job performance. Stress; Europe; Germany; Prevention; Occupational burden; MBI; Health; Teacher; ERI; Stress; Human; Wage; Program; Effort; Operation; Psychological effect; Occupational exposure; Occupational burnout; Job satisfaction; Reward; Occupational medicine
• ISSN: 0340-0131; 1432-1246
• DOI: 10.1007/s00420-011-0712-x

Objective
We developed a manual-based psychological group program aimed at teachers and focussing on their professional relationships. The intervention comprised ten sessions over a 10-month period. The aim of the program was to strengthen teachers’ health. We investigated whether the effects of our intervention, during which the MBI and ERI were applied, result in general alleviation of occupational stress experienced by teachers.
Methods
This is a randomized controlled trial. All teachers (
N
 = 2,484) of two school types (grammar schools and secondary modern schools) in 3 districts of southwestern Germany were invited to take part in our program. All teachers declaring their interest (
N
 = 337) in the intervention were included in the project. They were randomly assigned to either the intervention group (
N
 = 171) or to the control group (
N
 = 166).
Results
We found that teachers who participated in at least 50% of the program benefited from this short intervention. Significant improvement was achieved on the two MBI scales, Emotional Exhaustion and Personal Accomplishment, as well as on the ERI subscale Appreciation.
Conclusion
Teachers’ occupational stress level may be decreased by taking part in a short manual-based psychological group intervention that focuses on more effective handling of interpersonal problems in school. Therefore, teachers should receive support and guidance in developing the appropriate skills necessary to cope with stress appropriately.