在学校的正念计划中,教师的压力和训练:来自集群随机对照试验的实施结果
Summer S Braun1, Mark T Greenberg2, Robert W Roeser2
1Department of Psychology and Center for Youth Development and Intervention, The University of Alabama, McMillan Building, P.O. Box 870348, Tuscaloosa, Alabama, 35487, USA.
基于学校的正念培训 (SBMT) 提高了学生的幸福感. 教师的支持和降低压力提高了SBMT的实施质量,特别是对压力较大的教育工作者进行密集培训.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 正念研究研究 正念研究
背景情况:
- 基于学校的正念培训 (SBMT) 旨在提高学生的社会情感技能和福祉.
- 高质量的实施对于基于证据的计划至关重要,但影响SBMT忠实性的教师层面因素仍未得到充分研究.
研究的目的:
- 调查教师基线压力,信任和计划期望如何预测SBMT实施质量.
- 检查教师基线压力是否会缓和培训对实施质量的影响.
主要方法:
- 通过观察和自我报告,评估了英国中学SBMT的实施质量 (N=81).
- 测量了教师基线压力,对同事/校长的信任以及计划的期望.
- 分析了实施质量的预测因素和教师压力的缓解效应.
主要成果:
- 基线的主要支持与观察到的更高的SBMT实施质量相关.
- 积极的计划期望与教师对未来交付的信心增加有关.
- 教师基线压力调节训练效果:密集训练提高了高压力教师的质量.
结论:
- 教师层面的因素,特别是校长的支持和压力管理,对于有效实施SBMT至关重要.
- 根据教师压力水平量身定制培训强度,可以优化课程交付和影响.
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