References
- National Institute of Occupational Safety and Health [NIOSH]. Psychosocial Occupational Health. Washington, DC: National Institute of Occupational Safety and Health. 1999; 18–21.
- Garske GG. Rehabilitation councellor job satisfaction: selfreported ratings and reccomendations. J Rehabil Admin. 1999;23(1):21–29.
- Chan DW, Hui EKP. Burnout and coping among Chinese secondary school teachers in Hong Kong. Br J Educ Psychol. 1995;65(1):15–25. 1995.tb01128.x doi:https://doi.org/10.1111/j.2044-8279.
- Pithers RT, Fogarty GJ. Symposium on teacher stress: Occupational stress among vocational teachers. Br J Educ Psychol. 1995;65(1):3–14. doi:https://doi.org/10.1111/j.2044-8279.1995.tb01127.x.
- Wickramasinghe EP. 2017. Prevalence and Factors Associated with Occupational Stress and Prevalence of Selected Occupational Health Problems among Secondary Teachers in the Public Schools in Colombo District. Thesis submitted for the degree of Doctor of Medicine in Community Medicine, Post Graduate Institute of Medicine.
- Hadi AA, Naing NN, Nordin RAD, Sulong MR. Prevalence and factors associated with stress among Secondary School Teachers in Kota Bharu, Kelantan, Malaysia. South East Asian J Trop Med Public Health. 2009;40(6):1359–1370.
- Ivancevich JM, Matteson MT, Freedman SM, Phillips JS. Worksite stress management interventions. Am Psychol. 1990;45(2):252–261. doi:https://doi.org/10.1037/0003-066X.45.2.252.
- Johnson S, Cooper C, Cartwright S, Donald I, Taylor P, Millet C. The experience of work-related stress across occupations. J Manage Psychol. 2005;20(2):178–187.
- Harlow P. 2008. Stress, Coping, Job Satisfaction, and Experience in Teachers [Thesis Submitted for the Degree of Master in Arts in School Psychology]. Mount Saint Vincent University.
- Klassen RM, Chiu MM. Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. J Educ Psychol. 2010;102(3):741–756. doi:https://doi.org/10.1037/a0019237.
- Maslach C, Jackson SE, et al. 1996. Maslach Burnout Inventory. Palo Alto, CA: Consulting Psychologists press.
- Sadeghi K, Sa’adatpourvahid M. EFL teachers’ stress and job satisfaction: What contribution can teacher education make? Iran J Lang Teach Res. 2016;4(3):75–96.
- Wani SK. Job stress and its impact on employee motivation: a study of a select commercial bank. Int J Business Manage Interven. 2013;2(3):13–18.
- Mostert K, Rothmann S. Work-related well-being in the South African Police service. J Criminal Justice. 2006;34(5):479–491. doi:https://doi.org/10.1016/j.jcrimjus.2006.09.003.
- Cooper CL, Cartwright S. An intervention strategy for workplace stress. J Psychosom Res. 1997;43(1):7–16. doi:https://doi.org/10.1016/s0022-3999(96)00392-3.
- Semmer NK. Job stress interventions and the organization of work. Scand J Work Environ Health. 2006;32(6):515–527. doi:https://doi.org/10.5271/sjweh.1056.
- Montano D, Hoven H, Siegrist J. Effects of organisational-level interventions at work on employees' health: a systematic review. BMC Public Health. 2014;14(135):135(1, article doi:https://doi.org/10.1186/1471-2458-14-135.
- LaMontagne AD, Keegel T, Louie AM, Ostry A, Landsbergis PA. A systematic review of the job-stress intervention evaluation literature, 1990–2005. Int J Occup Environ Health. 2007;13(3):268–280. doi:https://doi.org/10.1179/oeh.2007.13.3.268.
- Richardson KM, Rothstein HR. Effects of occupational stress management intervention programs: a meta-analysis. J Occup Health Psychol. 2008;13(1):69–93. doi:https://doi.org/10.1037/1076-8998.13.1.69.
- Tetrick LE, Winslow CJ. Workplace stress management interventions and health promotion. Annu Rev Organ Psychol Organ Behav. 2015;2(1):583–603. doi:https://doi.org/10.1146/annurev-orgpsych-032414-111341.
- Naghieh A, Montgomery P, Bonell CP, Thompson M, Aber JL. Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database Syst Rev. 2015;(4):CD010306. doi:https://doi.org/10.1002/14651858.CD010306.pub2.
- Marine A, Ruotsalainen JH, Serra C, Verbeek JH. Preventing occupational stress in healthcare workers. Cochrane Database Syst Rev. 2006;(4):CD002892. doi:https://doi.org/10.1002/14651858.CD002892.pub2.
- Granath J, Ingvarsson S, von Thiele U, Lundberg U. Stress management: a randomized study of cognitive behavioural therapy and yoga. Cogn Behav Ther. 2006;35(1):3–10. doi:https://doi.org/10.1080/16506070500401292.
- Linden W. 2004. Stress Management: From Basic Science to Better Practice. Canada: Sage Publications.
- Hoff LA, Morgan BD. 2010. Psychiatric and Mental Health Essentials in Primary Care. Canada: Routledge.
- Hanwella R, Suraweera C. 2016. Handbook of Psychotherapy for Clinicians. Colombo, Sri Lanka: Kumaran Press (Pvt) Ltd.
- von der Embse N, Ryan SV, Gibbs T, Mankin A. Teacher stress interventions: a systematic review. Psychol School. 2019;56(8):1328–1343.
- Gagnier JJ, Moher D, Boon H, Beyene J, Bombardier C. Investigating clinical heterogeneity in systematic reviews: a methodologic review of guidance in the literature. BMC Med Res Methodol. 2012;12(1):111. doi:https://doi.org/10.1186/1471-2288-12-111.
- Sterne JA, Hernan MA, Reeves BC, et al. ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions. BMJ. 2016;355:i4919. doi:https://doi.org/10.1136/bmj.i4919.
- Guyatt GH, Oxman AD, Santesso N, et al. GRADE guidelines: 12. Preparing summary of findings tables-binary outcomes. J Clin Epidemiol. 2013;66(2):158–172.
- Anderson VL, Levinson EM, Barker W, Kiewra KR. The effects of meditation on teacher perceived occupational stress, state and trait anxiety, and burnout. School Psychol Quarter. 1999;14(1):3–25. doi:https://doi.org/10.1037/h0088995.
- Au DW, Tsang HW, Lee JL, et al. Psychosomatic and physical responses to a multi-component stress management program among teaching professionals: A randomized study of cognitive behavioral intervention (CB) with complementary and alternative medicine (CAM) approach. Behav Res Ther. 2016;80:10–16. doi:https://doi.org/10.1016/j.brat.2016.02.004.
- Figl-Hertlein A, Horsak B, Dean E, Schöny W, Stamm T. A physiotherapy-directed occupational health programme for Austrian school teachers: a cluster randomised pilot study. Physiotherapy. 2014;100(1):20–26. doi:https://doi.org/10.1016/j.physio.2013.03.003.
- Ashley L, O'Connor DB, Jones F. A randomized trial of written emotional disclosure interventions in school teachers: controlling for positive expectancies and effects on health and job satisfaction. Psychol Health Med. 2013;18(5):588–600. doi:https://doi.org/10.1080/13548506.2012.756536.
- Leung SS, Chiang VC, Wong DF. A brief cognitive-behavioural stress management programme for secondary school teachers. J Occupation Health. 2010; 53. 1011050156–1011050156.
- Gold E, Smith A, Hopper I, Herne D, Tansey G, Hulland C. Mindfulness-based stress reduction (MBSR) for primary school teachers. J Child Fam Stud. 2010;19(2):184–189. doi:https://doi.org/10.1007/s10826-009-9344-0.
- Ray DC. Two counseling interventions to reduce teacher-child relationship stress. Prof School Counsel. 2007;10(4):428–440. 2156759X0701000416. doi:https://doi.org/10.5330/prsc.10.4.x3403022427l5705.
- Beshai S, McAlpine L, Weare K, Kuyken W. A non-randomised feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness. 2016;7(1):198–208. doi:https://doi.org/10.1007/s12671-015-0436-1.
- Elder C, Nidich S, Moriarty F, Nidich R. Effect of transcendental meditation on employee stress, depression, and burnout: a randomized controlled study. Permanent J. 2014;18(1):19.
- Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. Mindfulness for teachers: a pilot study to assess effects on stress, burnout, and teaching efficacy. Mind Brain Educ. 2013;7(3):182–195. doi:https://doi.org/10.1111/mbe.12026.
- Franco C, Mañas I, Cangas AJ, Moreno E, Gallego J. Reducing teachers' psychological distress through a mindfulness training program. Span J Psychol. 2010;13(2):655–666. doi:https://doi.org/10.1017/s1138741600002328.
- Haslam DM, Sanders MR, Sofronoff K. Reducing work and family conflict in teachers: a randomised controlled trial of Workplace Triple P. School Mental Health. 2013;5(2):70–82. doi:https://doi.org/10.1007/s12310-012-9091-z.
- Hayes R, Titheradge D, Allen K, et al. The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial. Br J Educ Psychol. 2020;90(2):330–348. doi:https://doi.org/10.1111/bjep.12284.
- Jeffcoat T, Hayes SC. A randomized trial of ACT bibliotherapy on the mental health of K-12 teachers and staff. Behav Res Ther. 2012;50(9):571–579. doi:https://doi.org/10.1016/j.brat.2012.05.008.
- Jennings PA, Brown JL, Frank JL, et al. Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. J Educ Psychol. 2017;109(7):1010–1028. doi:https://doi.org/10.1037/edu0000187.
- Johnson S, Naidoo A. A body-based group intervention for teacher stress and burnout in high-risk schools. Acta Psychopathol. 2017;3(6):79.
- Leung SS, Chiang VC, Chui YY, Lee AC, Mak YW. Feasibility and potentials of online support for stress management among secondary school teachers. Stress Health. 2011;27(3):e282–e286. doi:https://doi.org/10.1002/smi.1347.
- Onuigbo LN, Eseadi C, Ugwoke SC, et al. Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools. Medicine (Baltimore). 2018;97(37):e12191. doi:https://doi.org/10.1097/MD.0000000000012191.
- Pülschen S, Pülschen D. Preparation for teacher collaboration in inclusive classrooms - stress reduction for special education students via acceptance and commitment training: a controlled study. J Mol Psychiatry. 2015;3(1):8. doi:https://doi.org/10.1186/s40303-015-0015-3.
- Roeser RW, Schonert-Reichl KA, Jha A, et al. Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. J Educ Psychol. 2013;105(3):787–804. doi:https://doi.org/10.1037/a0032093.
- Tsang HW, Cheung WM, Chan AH, Fung KM, Leung AY, Au DW. A pilot evaluation on a stress management programme using a combined approach of cognitive behavioural therapy (CBT) and complementary and alternative medicine (CAM) for elementary school teachers. Stress Health. 2015;31(1):35–43. doi:https://doi.org/10.1002/smi.2522.
- Ugwoke SC, Eseadi C, Igbokwe CC, et al. Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria. Medicine (Baltimore). 2017;96(31):e7658. doi:https://doi.org/10.1097/MD.0000000000007658.
- Ugwoke SC, Eseadi C, Onuigbo LN, et al. A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers: an effect study. Medicine (Baltimore). 2018;97(17):e0475. doi:https://doi.org/10.1097/MD.0000000000010475.
- Unterbrink T, Pfeifer R, Krippeit L, et al. Burnout and effort-reward imbalance improvement for teachers by a manual-based group program . Int Arch Occup Environ Health. 2012;85(6):667–674. doi:https://doi.org/10.1007/s00420-011-0712-x.
- Wu S, Li J, Wang M, Wang Z, Li H. Intervention on occupational stress among teachers in the middle schools in China. Stress Health. 2006;22(5):329–336. doi:https://doi.org/10.1002/smi.1108.
- Ancona MR, Mendelson T. Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Adv School Mental Health Promot. 2014;7(3):156–170. doi:https://doi.org/10.1080/1754730X.2014.920135.
- Ouellette RR, Frazier SL, Shernoff ES, et al. Teacher job stress and satisfaction in urban schools: disentangling individual-, classroom-, and organizational-level influences. Behav Ther. 2018;49(4):494–508. doi:https://doi.org/10.1016/j.beth.2017.11.011.
- Shimazu A, Okada Y, Sakamoto M, Miura M. Effects of stress management program for teachers in Japan: a pilot study. J Occup Health. 2003;45(4):202–208. doi:https://doi.org/10.1539/joh.45.202.
- Kaspereen D. Relaxation intervention for stress reduction among teachers and staff. Int J Stress Manage. 2012;19(3):238–250. doi:https://doi.org/10.1037/a0029195.
- Booth A, Clarke M, Dooley G, et al. The nuts and bolts of PROSPERO: an international prospective register of systematic reviews. Syst Rev. 2012;1:2). doi:https://doi.org/10.1186/2046-4053-1-2.
- Guyatt GH, Oxman AD, Vist G, et al. GRADE guidelines: 4. Rating the quality of evidence-study limitations (risk of bias). J Clin Epidemiol. 2011;64(4):407–415. doi:https://doi.org/10.1016/j.jclinepi.2010.07.017.
- Mahesh PKB, Gunathunga MW, Arnold SM, et al. Effectiveness of targeting fathers for breastfeeding promotion: systematic review and meta-analysis. BMC Public Health. 2018;18(1):1140. doi:https://doi.org/10.1186/s12889-018-6037-x.