The DOI matches its Crossref record; 55 of the 57 references it cites were found in a registry or an index.
Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic
Open accessAbstract
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 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]
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Metadata
- 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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