Effect of inquiry-based stress reduction (Ibsr) intervention on well-being, resilience and burnout of teachers during the covid-19 pandemic

Tzofnat Zadok-Gurman, Ronit Jakobovich, Eti Dvash, Keren Zafrani, Benjamin Rolnik, Ariel B. Ganz, Shahar Lev-Ari

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Article number3689
JournalInternational Journal of Environmental Research and Public Health
Volume18
Issue number7
DOIs
StatePublished - 1 Apr 2021

Keywords

  • COVID-19
  • IBSR
  • Personal health promotion
  • Teachers
  • Well-being

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