Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic
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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.
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As a result of IBSR training, it becomes possible to experience situations that were previously perceived as stressful with peace of mind and connectedness.
“As a result of this training, it becomes possible to experience situations that were previously perceived as stressful with peace of mind and connectedness [34,41,42].”
From Inquiry based stress reduction (Ibsr) improves overall stuttering experience among adults who stutter: A randomized controlled trial (2021) · cites this paper as [41]
The Discussion (page unavailable) says IBSR participants improved their ability to deal with stressful situations, and the Introduction describes reframing stressful thoughts. The paper does not establish that participants experienced those situations with peace of mind and connectedness; it also reports no between-group difference in perceived stress. (LLM, conf=0.82)
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- Authors
- Zadok-Gurman, T., Jakobovich, R., Dvash, E., Zafrani, K., Rolnik, B., Ganz, A. B., & Lev-Ari, S.
- Affiliations
- Tel Aviv University (IL)
- Ministry of Education, Israel (IL)
- Begin High School, John Kennedy Street 8, Rosh Ha’Ayin 4852028, Israel
- Stanford University (US)
- Department of Health Promotion, Sackler Faculty of Medicine, School of Public Health, Tel-Aviv University, Tel-Aviv 69978, Israel
- Venue
- International Journal of Environmental Research and Public Health
- Publisher
- MDPI AG
- Published
- 2021-04-01
- Volume
- 18
- Issue
- 7
- Pages
- 3689
- ISSN
- 1660-4601 (ISSN-L)
- PMC
- PMC8037267
- OpenAlex
- W3143460020
- Cited by
- 128
- References
- 57
- Citations by year
- 2026: 11 · 2025: 7 · 2024: 25 · 2023: 34 · 2022: 37 · 2021: 14
- FWCI
- 18.75
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Keywords
- teacher well-being, resilience, teacher burnout, mindfulness, cognitive reframing, COVID-19 pandemic, teacher stress, lockdown
- MeSH terms
- School Teachers, COVID-19, SARS-CoV-2, Burnout, Professional, Communicable Disease Control, Humans, Israel, Prospective Studies, Pandemics
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