The Efficacy of a Stress Management and Self-Care Training on Student Teachers’ Stress Levels by Macy E. Waltz, BS, MEd A Dissertation In COUNSELOR EDUCATION Submitted to the Graduate Faculty of the Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Janet Hicks, PhD, LPC, CSC Chair of Committee Charles Crews, PhD, LPC, CSC Hansel Burley, PhD Mark Sheridan Dean of the Graduate School May, 2016
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The Efficacy of a Stress Management and Self-Care Training on Student Teachers’ Stress Levels
by
Macy E. Waltz, BS, MEd
A Dissertation
In
COUNSELOR EDUCATION
Submitted to the Graduate Faculty of the Texas Tech University in
Partial Fulfillment of the Requirements for
the Degree of
DOCTOR OF PHILOSOPHY
Approved
Janet Hicks, PhD, LPC, CSC Chair of Committee
Charles Crews, PhD, LPC, CSC
Hansel Burley, PhD
Mark Sheridan Dean of the Graduate School
May, 2016
Copyright 2016, Macy Waltz
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ACKNOWEDGEMENTS
First, I would like to thank God for giving me direction and purpose in this crazy,
beautiful thing called life. All glory, praise, and honor to Him. I thank Him for believing
in me and providing such great family, friends, and mentors to support me through this
process. I am forever grateful for it, Lord.
To my committee, thank you for your patience as I stumbled through this
adventure. Your encouragement, guidance, and wisdom are the reason I have made it this
far. Dr. Hicks, you are a true example of a woman of character. I admire you for so many
reasons, and hope to inspire students in the future the way you have inspired me. Dr.
Crews, your personality and pizazz have always been qualities I enjoyed whether I was
sitting in your class or receiving help for my dissertation. You make teaching fun and I
hope to do the same! Dr. Burley, bless you for the patience and kindness you have shown
to me when discussing statistical analysis. I could not have chosen a better professor to be
on my committee for this role. I have learned so much from each of you as professors and
advisors. Thank you all for being my biggest cheerleaders and supporting me until the
very end of this adventure.
A special thanks goes out to Amber Lancaster and Lesley Shelton from the
Doctoral Support Center. It is likely that Amber read through my dissertation just as
many times as I did. You have been there for me since the beginning of this process, by
helping me develop the idea and a plan to make it happen. You have spent hours
reviewing this dissertation over the last year, multiple times. I thank you for your never-
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ending support and encouragement. To Lesley Shelton, thank you for helping this
dissertation get into tip-top shape! You are the formatting-queen!
To my family who have supported me financially, emotionally, physically, and
mentally for the past decade of college, THANK YOU! You are one of the greatest
examples of love and this would not be possible without you. To my lovely friends, thank
you for pushing me to never give up. Thank you for the late night pep talks, dance party
breaks, and endless encouragement. I will always be grateful for you.
There were a number of other people who made this research study possible from
the College of Education. Thank you Sherre Heider and other staff members for helping
me with the details of this study. I cannot thank you enough for giving up your time and
energy to help me.
This is one of my greatest accomplishments and each one of you deserves all the
praise in the world for the kindness and patience you have shown. Thank you!
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TABLE OF CONTENTS ACKNOWEDGEMENTS ........................................................................................... ii
ABSTRACT ............................................................................................................... viii
LIST OF TABLES ...................................................................................................... ix
LIST OF FIGURES ..................................................................................................... x
Overview of the Study .............................................................................................. 2
Stress and Teachers .............................................................................................. 2The Statement of Problem ......................................................................................... 4
The Purpose of the Study .......................................................................................... 4
Statement of Hypotheses ........................................................................................... 5
Significance of the Study .......................................................................................... 6
Population and Sample .............................................................................................. 7
Site Supervisor Curriculum: The Control Group. ................................................ 8Theoretical Framework ............................................................................................. 8
Model of Burnout ................................................................................................. 8Wellness Model .................................................................................................... 9Self-Construct: Self-Efficacy ............................................................................. 10
Data Collection and Analysis .................................................................................. 11
Structure of Experimental and Control Groups .................................................. 11Delimitations ........................................................................................................... 12
Organization of the Study ....................................................................................... 15
REVIEW OF THE LITERATURE ......................................................................... 17
History of Stress and Counselors ............................................................................ 17
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Community Leaders: LPCs and CSCs ............................................................... 19Balancing Work and Stress ................................................................................ 21Student Teacher Background ............................................................................. 22Stress and Strain ................................................................................................. 24
History of Stress and Teachers ................................................................................ 25
Causes of the Stress Problem ............................................................................. 27Society, Teachers, and Stress ............................................................................. 31Teacher Preparation Programs ........................................................................... 33
Role of Counseling .................................................................................................. 35
Relevant Theories to the Field of Counseling .................................................... 35Maslach’s Model of Burnout .............................................................................. 36Osipow’s Theory of Occupational Stress ........................................................... 37Wellness Training: The Experimental Group .................................................... 39Wellness: Theories and Techniques ................................................................... 41Self-Construct: Self-Efficacy ............................................................................. 43
Components and Rationale of Treatment ................................................................ 43
The Experimental and Control Groups .............................................................. 60The Experimental Group .................................................................................... 61The Control Group ............................................................................................. 63
Risk Factors of Study .............................................................................................. 64
Data Analysis .......................................................................................................... 64
Research Design ...................................................................................................... 66
Demographic Data .................................................................................................. 67
Age, Gender, and Ethnicity ................................................................................ 68Teaching Certification Level, Relationship Status, Education, and Number of Children .......................................................................................................... 70GPA, Block, and Type of School ....................................................................... 73
Results ................................................................................................................ 79Summary of the Statistical Analyses .................................................................. 83
Summary of the Findings ........................................................................................ 84
Discussion of the Findings ...................................................................................... 86
Hypotheses ......................................................................................................... 86Significance of the Results ...................................................................................... 91
Implications for Practice and Research .............................................................. 91Limitations of the Study ..................................................................................... 95
Recommendations for Future Research .................................................................. 96
Figure 6: Tech is Best in West- College of Education ................................................. 49
Figure 7: Stress Overload Scale (SOS) Total ............................................................ 156
Figure 8: Personal Strain Questionnaire (PSQ) Mean ............................................... 157
Figure 9: Teachers' Sense of Efficacy Scale (TSES) Mean ....................................... 157
Figure 10: Personal Resources Questionnaire (PRQ) Mean ...................................... 158
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CHAPTER I INTRODUCTION
“Progress means getting nearer to the place you want to be. And if you have taken a wrong turning, then to go forward does not get you any nearer. If you are on the wrong road, progress means doing an about-turn and walking back to the right road; and in that case the man who turns back soonest is the most progressive man.” -C.S. Lewis
Life is a constant balancing act when it comes to making decisions. Healthy
decisions are made when individuals are taking care of their overall wellness. Unhealthy
decisions are usually made when individuals are not dealing with their own stress or
using appropriate self-care skills. When an individual feels stressed, often times his or her
own personal wellness is tainted first. The decisions become less about what they need to
do and more about what other people need from them. Research has shown stress to be
connected to multiple disorders, illnesses, and diseases. It is also a cause of numerous
psychological and physical symptoms. Because people deal with various amounts of
stress on a daily basis, they experience various emotions and have to make decisions in
the midst of them.
This dissertation describes a research study that investigated student teachers’
knowledge on stress management, self-care, and self-efficacy, while providing them with
additional education on each of these areas through an experiential stress training.
Following the treatment, student teachers were assessed on whether the training improved
their levels of psychological strain, coping resources, self-efficacy, and stress overload.
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Overview of the Study
Stress impacts people in the United States on a daily basis by negatively affecting
their personal well-being. According to a report by the American Psychological
Association in 2015, the top four sources of stress were money, work (if employed),
family responsibilities, and health concerns (American Psychological Association, 2015).
These sources of stress negatively impacted individuals’ well-being by increasing stress
levels. Stress levels continued to increase over the years and statistics from a national
study conducted in 2015 revealed 77% of people regularly experience physical symptoms
caused by stress, and 73% experience psychological symptoms caused by stress (Statistic
Brain Research Institute, 2015). It is clear stress has affected a significant number of
people all over the nation. Stressors, or causes of stress, effect communities, and
particularly impact the school system through educators and student outcomes (Sass et
al., 2012). Teachers are vital members of a community, and the teaching profession is one
being drastically influenced by stress.
Stress and Teachers
Teachers in Texas experienced less satisfaction in their profession due to the
pressures of high-stakes testing and accountability (Sass, Flores, Claeys, & Perez, 2012),
among a multitude of other stressors. Coping with professional and personal stressors
puts individuals’ health in jeopardy and lowers their self-efficacy. In fact, stress has
become a part of everyday life and is now accepted as a norm. Teachers try to minimize
or “put up” with symptoms, whether in a healthy or unhealthy manner, rather than
alleviating or preventing them all together. Their stress emanates from family, friends,
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school, finances, or work. Occupational or work stress adds a number of additional
stressors to teachers’ previously stress filled lives. If a teacher’s occupational stress is not
dealt with early on, stress can develop into strain, which eventually leads to burnout.
Stress, strain, and burnout. When researching stress, readers saw a debate
existed on whether stress is a stimulus or a response (Sharit & Salvendy, 1982). This
debate has been around for years and many definitions stemmed from both viewpoints.
McGrath (1970) defines stress as “a perceived, substantial imbalance between demand
and response capability, under conditions where failure to meet the demand has
important, perceived consequences.” Mental or bodily tension from stress stemmed from
stressors on a personal and professional level. Occupational stress originated from the
workplace and causes psychological and physiological strain (French, 1976). Stress turns
into stress overload and stress overload turns into strain if the symptoms are not dealt
with quickly. Strain occurs when excessive stress starts to interfere with one’s life over
an extended period of time (American Psychological Association, 2013). When constant
strain occurs, one consequence for a working professional is burnout. For this study,
burnout was characterized as emotional exhaustion, depersonalization, and reduced
personal accomplishment (Maslach, Jackson, & Leiter, 1996). Teachers are experiencing
higher levels of burnout at a quicker rate now than ever before; new teachers are leaving
the profession within the first five years and experienced teachers are leaving before
retirement-age (Ingersoll, Merrill, & Stuckey, 2014). This growing issue needs to be
addressed soon or else the impact of teachers’ stress and their leaving the profession is
likely to have a vast negative influence on individuals, families, and communities.
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The Statement of Problem
According to the Alliance for Excellent Education, almost half a million U.S.
teachers move or leave the profession each year and between 40-50% of new teachers
leave within the first five years (Alliance for Excellent Education, 2014). Teachers leave
the profession for various reasons, but one reason noted among researchers is job-related
Kang, 2013; Ingersoll et al., 2014). Professionally, these stressors can lead to strain,
strain can lead to burnout, and burnout can lead to higher teacher attrition rates when
teachers leave the profession (Maslach et al., 1996). Personally, stressors can negatively
affect a teacher socially, emotionally, physically, mentally/intellectually, financially and
spiritually (Hettler, 1976)
History of Stress and Teachers
Teacher attrition has been recognized as a problem in the United States since the
1970’s (Sass, Flores et al., 2012). An immense amount of research has been done since
then, between 1988-2012. A Consortium for Policy Research in Education report
evaluated data over a 25-year period using the Schools and Staffing Survey (SASS) with
available teachers between 1988-1989, 1991-1992, 1994-1995, 2000-2001, 2004-2005,
and 2008-2009 (Ingersoll et al., 2014). Information from 2011-2012 was also included in
the updated report. The report provided evidence stating first-year teacher attrition has
steadily increased since 1988-1989 and the trend is still continuing. Figure 1 shows a
graph of first-year teacher attrition annual percentages between particular years.
According to Figure I, in the 2000-2001 school year teacher attrition had the highest
percentage for 1st-year teachers when compared to five other school years. It decreased in
the 2004-2005 school year by 2.7 percent, but increased by 1.2 percent in the 2008-2009
school year. Teacher attrition has been fluctuating since 1988, but seems to be rising
significantly according to Figure I. Attrition has been an issue with teachers for decades
and the turnover rate doesn’t seem to be slowing down anytime soon.
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Figure 1: Percent Annual 1st-Year Teacher Attrition, 1988-98 and 2008-09
Ingersoll, R., Merrill, L., & Stuckey, D. Consortium for Policy Research in Education, University of Pennsylvania (2014). Seven trends: The transformation of the teaching force (RR-80).
The Alliance for Excellent Education states, “Since the mid-1980’s the significant
expansion of the teaching workforce has been accompanied by increased turnover among
beginning teachers” (2014, July). The report also claims attrition rates have only
increased over the past two decades for first-year teachers and experience levels from
model teachers have gone from around 15 years of experience in 1987-1988 to 5 years of
experience in 2011-2012 (Alliance for Excellent Education, 2014, July). Figure 2 shows a
graph with the number of teachers and ages for 1987-1988, 2007-2008, and 2011-2012.
According to Figure 2, there are a higher number of younger teachers than older ones in
2011-2012, which may not be a good sign because almost half of new teachers leave the
profession within five years. According to Curtis (2012), young, new teachers have a
higher attrition rate than older, more experienced ones. Whatever the case, old and new
teachers are continuing to leave or move each year and stress may be one of the main
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sources for these actions. Kipps-Vaughan’s study found that teacher stress is linked to
absenteeism, turnover, and early retirement (2013). It is important for researchers to
understand the causes of teacher stress before fully comprehending the teacher attrition
problem.
Figure 2: Age of School Teachers, 1987, 2007, and 2011
Ingersoll, R., Merrill, L., & Stuckey, D. Consortium for Policy Research in Education, University of Pennsylvania (2014). Seven trends: The transformation of the teaching force (RR-80).
Causes of the Stress Problem
There are multiple reasons teachers are leaving the profession in the United
States. The most common reason is pressure from testing (Pas, Bradshaw, Hershfeldt, &
Leaf, 2010; Tye & O’Brien, 2002). Since the passing of the No Child Left Behind Act,
which required students to be tested in reading and math every year from third to eighth
grade then once again in high school (Edwards, 2015), teachers have felt stressed about
students’ scores and job security (Hartwick & Kang, 2013). Teachers at higher-risk
schools feel this stress and are even more likely to leave due to testing, lack of resources,
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workload stressors, and issues regarding student populations (Dagli, 2012; Sass et al.,
2012). The profession faces numerous reasons for teachers leaving; several include job
satisfaction, administration, environment, and problems with students.
Teachers who leave have reported feeling dissatisfied with their job (Hartwick &
Kang, 2013) and the lack of administrative support (Curtis, 2012). Others felt unease
about the work environment (Dagli, 2012) and lack of student motivation (Curtis, 2012).
The CPRE report cites the most frequent reasons for leaving: school and working
(Zurlo, Pes, & Cooper, 2007) and numerous others are facing similar challenges, which
could lead to teacher burnout or more severe issues, such as anxiety or depression. The
gravity of this problem is apparent and is affecting several people in other countries, but
for this study we are focusing primarily on the United States.
A recent press release stated, “Roughly half a million U.S. teachers either move or
leave the profession each year—attrition that costs the United States up to $2.2 billion
annually” (Alliance for Excellent Education, 2014). Perda (2013) found between 1993-
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2003 more than 41% of new teachers left the profession within five years of entry.
Ingersoll, Merrill, and Stuckey created a graph (see Figure 3) based off information from
Perda. Figure 3 shows the graph displaying cumulative percent attrition of beginning
teachers by years of experience (Ingersoll et al., 2014; Perda, 2013). Perda’s data,
displayed in Figure 3, was based off teaching spells; spells can include multiple teaching
jobs as long as the time between jobs does not exceed three months. Between 1993-2003,
11.9 percent of beginning teachers had a teaching spell less than a year; 23 percent had a
teaching spell less than two years, 28.4 percent less than 3 years, 36.8 percent less than 4
years, and 41.3 percent less than 5 years. This suggests the more experience a beginning
teacher has, the higher the attrition rates are going to be. This issue hurts the economy on
a financial level and threatens the educational quality of teaching for students. The
teaching profession, counselors, communities, individual states, and nation suffer
significantly on a financial, personal, and professional level.
Figure 3: Cumulative Percent Attrition of Beginning Teachers by Years of Experience, 1993-2003
Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover (doctoral dissertation). University of Pennsylvania, Philadelphia.
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Teacher attrition causes a concern in the teaching profession, because if teachers
are not willing to stay then schools may not be staffed with quality educators (Allen,
2005). This can keep students from receiving an equal education opportunity and
possibly leave them learning from teachers who are uncertified and on emergency
waivers (Alliance for Excellent Education, 2014). For example, math, science and special
education teachers leave the field more frequently compared to other teachers (Brown &
Wynn, 2007), which may cause schools to quickly hire teachers uncertified in these
subject areas.
In addition to the teaching profession, CSCs and LPCs are also being impacted by
teacher attrition. School counselors work with students, staff, and administrators to make
schools run efficiently. School counselors wear a variety of different hats in order to
benefit the overall school environment. A few ways counselors help the school
environment are by supporting students academically and emotionally; assisting teachers
and other staff members; and working with administrators on standardized testing
(American School Counselor Association, 2010). School counselors are constantly
juggling multiple roles throughout the day. If teacher attrition is high, school counselors’
workload increases due to teachers leaving and new teachers being hired. This means
school counselors may have less time to work with students on academics and developing
life skills. Students may graduate without learning critical life skills and healthy coping
mechanisms. This may lead to LPCs getting an influx of adolescents and adults that have
higher levels of depression, anxiety, unemployment, and relationship issues.
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Communities, individual states, and the nation feel effects from adolescents, with
or without a high school degree, who are unprepared to face world problems. This may
be evidenced by an increase in crime rates and health costs due to inadequate education
(Rebell, 2012). Clearly, teacher attrition is a significant issue that impacts not only the
individual but the nation as well. In order to address this problem, we must look at what
kind of professional development training, stress management programs, and self-care
skills have been available for teachers. Teachers should be given opportunities
throughout the year to help with symptoms of stress so they can be well equipped to cope
with the stress related to teaching. The district and school administrators should support
teachers and want them to seek continuing education related to teaching.
Society, Teachers, and Stress
District officials or a school’s administration often caters professional
development training depending on each district or school’s needs. The state of Texas
offers professional development online through a website called Project Share
(http://projectsharetexas.org/). Teachers can visit this website and search for a specific
subject and age/course. Subjects include: English Language Arts and Reading,
Mathematics, Science, and Social Studies. Select grades range from kindergarten to eight
grade; courses vary depending upon the subject chosen. Most districts only require
teachers to attend professional development trainings a few times throughout the year.
Some of those days are used for standardized test training. Usually, teachers must sign up
for additional training programs in order to further their education. The only other
opportunity they have during school is to consult with teachers and faculty during their
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planning period. Training regarding self-efficacy, self-care, and stress awareness is not
taught during professional development days unless the district decides to include it into
professional development or teacher in-service times.
Outside of professional development, teachers can learn during teacher in-service,
continuing education opportunities, taking their own initiative to be educated or by going
back to school. Teachers are required to attend in-service times throughout the year, but
they do not get to choose what topics will be covered during training. They do get to
choose how to earn their continuing education hours. Each state requires teachers to earn
a specific number of continuing education hours. This study focuses on the state of Texas
for this information. According to the Texas Education Agency (TEA) website,
classroom teachers are required to earn 150 Continuing Professional Education (CPE)
hours and those who hold a professional certificate must earn 200 CPE hours in order to
renew their standard certificate. This certificate must be renewed in Texas every five
years. The Texas Administration Code has a set rule (232.11) about the number and
content required for these hours. This website includes a list of topics for professional
development; CPE hours; professional ethics and standards of conduct; and content area
knowledge and skill (Texas Administration Code, 2012).
In Texas, the only mention of health-related education for teachers is listed at the
bottom of this website. According to the Texas Administration Code, “(g) An educator
may fulfill up to 12 clock-hours of required CPE activities by participating in a mental
health first aid training program offered by a local mental health authority under the
Texas Health and Safety Code, 1001.203” (Texas Administration Code, 2014). There was
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no mention in the rule of self-care, stress awareness/management, or self-efficacy.
Teachers are not required to seek out education for themselves regarding these topics
unless they choose them for CPE hours.
Teachers can choose to educate themselves about specific topics outside of school
by attending trainings, workshops, seminars, or going back to school to earn a post-
bachelor/graduate degree. These outside educational opportunities can include an array of
topics addressing areas that would benefit someone in the profession. Content taught
during a teaching preparation program might also include topics not listed in the Texas
Administration Code rule 232.11, which is dependent upon each school and program.
Teacher Preparation Programs
After searching for teacher preparation programs and ways they are addressing
self-care and stress awareness, the researcher found only two studies. In 2000, a study
was published on teacher preparation programs changing their curriculum to better
prepare candidates on what to expect in the classroom (Wilkins-Canter, Edwards, &
Young, 2000). The authors discussed changes that were being made to decrease attrition
rates and meet the psychological and personal needs of novice teachers at this particular
university. Professional development workshops for novice teachers were developed
during this study to address self-care, stress awareness and stress management. Yacapsin
(2010), a pre-service teacher supervisor, wrote an article about including self-care
practices within the school’s teacher preparation program. Their program was changed to
include reflective practice and bi-monthly group counseling sessions (Yacapsin, 2010).
This part of the program focused on alleviating stress for pre-service teachers and
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promoting self-care practices. An additional author mentioned in Yacapsin’s article
discussed the importance of including stress management and self-care techniques into
teacher preparation programs, but did not provide a study or data for how they
implemented such practices.
Brown and Nagel (2004) wrote an article about the need to prepare future teachers
on how to handle stress. The authors included a definition of stress, sources and
predictors of stress, mediators of stress, and teacher preparation program responses
(Brown & Nagel, 2004). Within these responses, suggestions were made as to how stress
management could be taught to future teachers. Benefits of creating a course dedicated to
this health issue or integrating techniques into current curriculum were encouraged.
Outside of the United States, Canada has discussed the need for developing these courses
into teacher preparation programs, too (Harris, 2011).
A research study was conducted in Canada to see which universities and colleges
offered teacher preparation programs; then each university and college was examined to
discover which programs included a course on individual stress management (Harris,
2011). Few courses were found through course descriptions related to stress management.
The author developed potential course topics and assignments for future use, but only
provided suggestions and no actual training. According to research, few colleges or
universities have included a stress awareness, stress management, or self-care component
into their teacher preparation programs. There are some studies in the literature that
focus primarily on teaching pre-service teachers about stress, self-care and overall
wellness rather than only stress awareness and stress management.
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Role of Counseling
Relevant Theories to the Field of Counseling
Literature has shown for decades how essential it is for people to acquire healthy
coping skills in order to decrease stress levels, increase self-efficacy, and attain holistic
wellness. Studies focused on educating in-service teachers on stress management or relief
through the use of cognitive behavioral therapy, rational emotive behavior therapy,
mindfulness, and relaxation therapy (Forman, 1990; Gold et al., 2010; Kaspereen, 2012;
and physical strain (PS). Vocational strain measures the attitude and problems individuals
experience through their work quality or output (Osipow, 1998). Psychological strain
measures the psychological and/or emotional problems; interpersonal strain measures
disruption in personal relationships; physical strain measures complaints about physical
illness and/or self-care habits (Osipow, 1998). The last domain/scale looks at coping
resources by using four subscales.
The Personal Resources Questionnaire (PRQ) measures coping resources through
the following subscales: recreation (RE), self-care (SC), social support (SS) and
rational/cognitive coping (RC). Recreation measures how a person gets pleasure and
relaxation from routine recreational activities (Osipow, 1998). The OSI-R subscale self-
care provides the definition used within this study and measures how an individual
reduces or alleviates stress through personal activities (Osipow, 1998). According to the
OSI-R manual, social support measures if the individual feels support through
relationships; rational/cognitive coping looks to see if an individual possesses and uses
cognitive skills to cope with stress at work (Osipow, 1998). The two OSI-R domains and
eight subscales are connected to this study’s treatment model by categorizing them into
one of the six dimensions of wellness.
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Wellness Training: The Experimental Group
Bill Hettler created an interdependent wellness model in 1976 called the Six
Dimensions of Wellness. Dr. Hettler is the co-founder of the National Wellness Institute
(NWI), which helps provide a definition of the term wellness used throughout this study.
According to Hettler and the NWI, wellness is defined as “an active process through
which people become aware of, and make choices toward, a more successful existence”
(Hettler, 1976). There are six dimensions to this model: spiritual, intellectual/mental,
emotional, social, physical, and occupational. It is also a holistic model that focuses on
helping an individual see the interconnectedness of each dimension. Hettler’s model
(1976) explains the following:
1. How a person contributes to his or her environment and community, and
how to build better living spaces and social networks.
2. The enrichment of life through work, and its interconnectedness to living
and playing.
3. The development of belief systems, values, and creating a world-view.
4. The benefits of regular physical activity, healthy eating habits, strength and
vitality as well as personal responsibility, self-care and when to seek
medical attention.
5. Self-esteem, self-control, and determination as a sense of direction.
6. Creative and stimulating mental activities, and sharing your gifts with
others.
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Each dimension is important and helps create and develop a person’s overall
wellness. The six dimensions provide a framework and examine how wellness may
contribute to proper self-care and stress prevention. The six dimensions and their
definitions are provided in Table 1.
Table 1: Six Dimensions of Wellness
Dimension Definition Spiritual Search for meaning and purpose in human existence Intellectual/Mental One’s creative, stimulating mental activities Emotional Awareness and acceptance of one’s feelings Social Awareness of ways one contributes to their environment and community Physical The need for regular physical activity Occupational Personal satisfaction and enrichment in one’s life through work
Hettler, B. (1976). The Six Dimensions of Wellness Model handout. Retrieved from http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs/ sixdimensionsfactsheet.pdf
Hettler’s dimensions are used to categorize Osipow’s personal strain and personal
resources domains/scales and their individual subscales with the OSI-R. Many of these
subscales can be categorized in multiple dimensions. For example within the PSQ, VS
can fit into Hettler’s occupational and emotional dimensions. There will be many
overlaps between each subscale and dimension, which provides a strong theoretical
framework for this study’s treatment. PSY is connected with the emotional,
intellectual/mental, and spiritual domains; IS to the social and intellectual/mental
domains; PHY to Hettler’s physical domain. The PRQ’s subscales are RE, SC, SS, and
RC; they will also overlap into multiple dimensions. RE connects to the physical and
social domains; SC to the social, intellectual/mental, emotional and spiritual; SS to the
social and occupational; RC to the intellectual/mental, emotional, and spiritual domains
located in the handout (Hettler, 1976). The wellness model developed by Hettler
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provides a framework for this study’s training and connects Osipow’s Occupational
Stress theory to wellness. Techniques were chosen from various theories supported by
research, which were previously used in other studies to help individuals manage stress.
Wellness: Theories and Techniques
Solution Focused Brief Therapy (SFBT) has been used to help teachers manage
3. There will be no significant difference between the overall scores of student
teachers in the experimental group and control group in teacher self-efficacy as
measured by the Teacher’s Sense of Efficacy Scale 1 (short form).
4. There will be no significant difference between the overall scores of student
teachers in the experimental group and control group in stress overload as
measured by the Stress Overload Scale (SOS).
Setting
The study took place in the College of Education at Texas Tech University in
Lubbock, Texas (see Figure 5). The student Co-PI or a researcher assistant visited 4-6 site
supervisors’ classrooms for recruitment in the College of Education (see Figure 6).
During recruitment student teachers who volunteered to be a part of the study signed the
informed consent then wrote their name and email address on a pre-numbered notecard.
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They were instructed to place the informed consent and notecard back into their envelope
until the student Co-PI or research assistant collected the materials.
For the experiment, student teachers in the experimental group met in the large
lecture hall room-001 or classroom in the College of Education. Participants in the
experimental group and control group were given directions from the Student Co-PI
through a general information email and a reminder email to where the training or pretest
and posttest were located. Student teachers were informed of what room the training was
held. They went to this designated room on the day of training. Control group participants
attended their cluster meeting with their site supervisor. The large lecture hall room-001
had 10 round tables with 6 chairs at each table; the classroom had multiple tables and
chairs for a smaller group of students. Student teachers who did not want to participate in
the study or training went to their site supervisor’s classroom for their cluster meeting.
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Figure 5: Map Big- Lubbock, Texas
Seal-Nyman, K. (2015). Strong Regional Recruitment Strategy Key to Competing for Texas Students (map big). Retrieved from http://www.depts.ttu.edu/ communications/newsletter/images/07Mar/map_big.jpg
Figure 6: Tech is Best in West- College of Education
Post, S. (2009). Texas Tech Named A Best in the West College by the Princeton Review (Tech is the Best in West). Retrieved from http://today.ttu.edu/ posts/2009/08/princeton-review-tech-is-best-in-west
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Participants
Each year universities accept new students into teacher preparation programs.
Students go through coursework, which prepared them for teaching, taking state exams,
and gaining experience in the classroom with Mentor Teachers (MT). Their last year of
school consisted of student teaching for a full academic year as student teachers. Student
teachers were required to assist Mentor Teachers for a certain amount of hours each week
and continued their program coursework (Block requirements). All teacher
candidates/student teachers at Texas Tech University attended professional development
during the 2015-2016 academic year. The researcher went to multiple classrooms to tell
students about this opportunity. The training took place in room 001 or a small meeting
room in the Education building at Texas Tech University from 3:00-4:30 PM on
November 4th and November 11th; an additional training was held from 4-5:30 PM on
November 19th.
Teacher candidates/student teachers who were willing to be a part of the study
were the sample. The computed sample (N=70) for this experimental study consisted of
two groups of student teachers, one control group (n=35) and one experimental group
(n=35). Three training days were available to the participants on November 4th,
November 11th, and November 19th. Demographically, the student teachers varied in age,
gender, ethnicity, education, relationship status, number of children, teaching certification
level, GPA, block, and type of school he/she was placed at for student teaching. Random
sampling was used to select subjects in order to ensure “each member of the population
from which the sample is drawn has an equal and known probability of being selected”
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(Slavin, 2007). An ethical consideration for this study was data protection. All necessary
precautions were made in order to protect individual’s information. Records were stored
in a secure area with limited access. If it was feasible, all identifiable information was
changed. Informed consents were kept in a separate file from instrument data in a locked
filing cabinet. Data entered online was kept in password protected files on the
researcher’s personal computer. Identification codes were used instead of participant’s
names on each assessment and demographic survey. The notecards were permanently
discarded after the drawing for a $50.00 gift card.
Materials
During recruitment an envelope that contained a flyer, participant instructions,
gift-card information, a letter to participants, an informed consent form, and a notecard
were provided to student teachers. Student teachers who were willing to participate in the
study signed the informed consent then wrote their name and email address on the
notecard. A number was placed on each notecard prior to disseminating to student
teachers. Participants placed the informed consent and notecard back into the envelope.
The Student Co-PI or research assistant picked up their envelope from potential
participants.
A packet was provided to participants before the stress training began for the
pretest materials. Inside the packet was a copy of the instructions, a demographic survey,
Stress Overload Scale, Teachers’ Sense of Efficacy Scale 1 (short form), Occupational
Relaxation Therapy (RT), and the self construct: self-efficacy. The control group did not
receive an alternative training. All data analyses presented was conducted by a computer
analysis using the IBM Statistical Package for Social Sciences (SPSS) Version 22.0.
Demographic Data
There were a total of sixty-five (65) participants in this study. A pretest and
posttest research packet was collected from each participant for a total of 130 packets.
Before the statistical analyses were performed, all of the packets were examined by the
researcher for completeness. There was one participant who did not fill out the posttest
packet. Therefore, only sixty-four (64) participants and their data were included. There
were 28 participants in the control group and 36 participants in the experimental group.
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The researcher and methodologist cleaned up the raw data after it was entered into SPSS
by the researcher. After data was inspected, statistical analyses were performed.
Demographic variables included age, gender, ethnicity, teaching certification
level, relationship status, education, number of children, GPA, block, and type of school.
Below is a brief summary about each demographic variable and a table description.
Age, Gender, and Ethnicity
Information about participant age, gender, and ethnicity is presented in Table 2, 3,
and 4. Participants were between the ages 20-39. The majority of participants were 21-22
years old (73.4%). By group (see Table 2), the control group participants were between
the ages 20-39 with a mean of 22.96 (SD=4.21). Participants in the experimental group
were between the ages of 21-28 with a mean of 22.22 (SD=1.46). For the variable gender,
overall, 4.7% of participants were male (3) and 95.3% were female (61). By group (see
Table 3), the control group participants included 3.6% male (1) and 96.4% female (27);
the experimental group participants included 5.6% male (2) and 94.4% female (34).
Table 3 shows data for the variable ethnicity. American Indian or Alaskan Native
comprised of 0% of the sample (0), Asian comprised of 0% of the sample (0), Black or
African American comprised of 4.7% of the sample (3), Hispanic/Latino comprised of
18.8% of the sample (12), and Caucasian comprised of 76.6% of the sample (49). By
group (see Table 4), the control group included 7.1% Black or African American (2),
14.3% Hispanic/Latino (4), and 78.6% Caucasian (22) participants. The experimental
group included 2.8% Black or African American (1), 22.2% Hispanic/Latino (8), and
75.0% Caucasian (27) participants.
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Table 2: Age and GPA by Group
Group Variable N Mean SD Control Group Age 28 22.96 4.21
GPA 27 3.67 0.28
Stress Training-Experimental Group
Age 36 22.22 1.46 GPA 33 3.60 0.31
Note. Missing data from one participant for the variable GPA in the Control Group. Missing data from three participants for the variable GPA in the Stress-Training Experimental Group. Table 3: Gender by Group
Group Gender Frequency % Control Group Male 1 3.6
Female 27 96.4 Total 28 100.0
Stress Training-Experimental Group
Male 2 5.6 Female 34 94.4
Total 36 100.0
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Table 4: Ethnicity by Group
Group Ethnicity Frequency % Control Group American Indian or
Alaskan Native Asian Black or African American
0 0 2
0 0
7.1
Hispanic/Latino 4 14.3 Caucasian 22 78.6 Total 28 100.0
Stress Training-Experimental Group
American Indian or Alaskan Native Asian Black or African American
0 0 1
0 0
2.8
Hispanic/Latino 8 22.2 Caucasian 27 75.0 Total 36 100.0
Teaching Certification Level, Relationship Status, Education, and Number of
Children
Table 5, 6, 7, and 8 show the results for participant teaching certification level,
relationship status, education, and number of children. There were 73.4% participants
getting their teaching certification on the primary level (47), 26.6% on the middle level
(17) and 0% on the secondary level (0). By group (see Table 5), for control group
participants 71.4% were earning their teaching certification at the primary level (20) and
28.6% were earning their teaching certification at the middle level (8). For the
experimental group participants, 75.0% were earning their certification at the primary
level (27) and 25.0% were earning it at the middle level (9). Table 6 provides information
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about the variable relationship status. Overall, 43.8% of participants were single (28),
7.8% married (5), 42.2% dating (27), 0% widowed (0), 1.6% divorced/separated (1), and
4.7% living with a partner (3). By group (see Table 5), of participants in the control
group 42.9% were single (12), 7.1% married (2), 39.3% dating (11), 3.6%
divorced/separated (1), and 7.1% living with a partner (2). For participants in the
experimental group, 44.4% were single (16), 8.3% married (3), 44.4% dating (16), and
2.8% living with a partner (1). Next, participants provided information on the highest
level of education they have received thus far. Overall, high school graduate comprised
of 1.6% (1), 56.3% some college (36), 23.4% associates degree (15), 18.8% bachelor’s
degree (12), and 0% graduate degree (0). By group (see Table 7), participants assigned to
the control group included 71.4% some college (20), 25.0% associates degree (7), and
3.6% bachelor’s degree (1). Experimental group participants included 2.8% high school
graduate (1), 44.4% some college (16), 22.2% associates degree (8), and 30.6%
bachelor’s degree (11). Data about the number of children each participant had was also
provided. Overall, 93.8% reported having 0 children (60), 1.6% had one child (1), 3.1%
had two children (2) and 1.6% had three children (1). By group (see Table 8), of
participants in the control group 85.7% reported having zero children (24), 3.6% had one
child (1), 7.1% had two children (2), and 3.6% had three children (1). All the participants
in the control group (36) reported having zero children.
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Table 5: Teaching Certification Level by Groups
Group Teaching Certification Level Frequency % Control Group Primary 20 71.4
Middle Secondary
8 0
28.6 0
Total 28 100.0 Stress Training-Experimental Group
Primary 27 75.0 Middle Secondary
9 0
25.0 0
Total 36 100.0
Table 6: Relationship Status by Groups
Group Relationship Status Frequency % Control Group Single 12 42.9
Married 2 7.1 Dating Widowed
11 0
39.3 0
Divorced/Separated 1 3.6 Living with a partner 2 7.1 Total 28 100.0
Stress Training-Experimental Group
Single 16 44.4 Married 3 8.3 Dating Widowed Divorced/Separated
16 0 0
44.4 0 0
Living with a partner 1 2.8 Total 36 100.0
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Table 7: Education by Groups
Group Education Frequency % Control Group High School Graduate
Edwards, & Young, 2000; Yacapsin, 2010), but the topic of teachers and stress has been
in the literature for decades (Alliance for Excellent Education, 2014, July; Ingersoll et al.,
2014; Sass et al., 2012). Student teachers experience stress throughout their training, but
current teachers are constantly coping with stressors, which leads to strain from ongoing
stress. Student teachers are not on that level at this point in their training.
The study found on posttest scores that self-efficacy by group average was equal
to or higher than mean scores from another study completed with student teachers, also
called pre-service teachers (Duffin, French, & Patrick, 2012). For this study, participants
had low levels of self-efficacy because they marked higher scores on the 9-point Likert
scale. Self-efficacy develops overtime as a person matures and practices skills. Student
teachers during this study did not have time to practice the techniques taught within the
stress training between the pretest and posttest. A slight difference was found between
participants within the experimental group (overall posttest group mean 6.8) and control
group (overall posttest group mean 7.17). The MANCOVA did not find significant
results on the TSES, but it is important to note that student teachers in this 2015 study are
experiencing lower levels of self-efficacy than those in the 2012 study by Duffin, French,
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and Patrick. If student teachers are feeling this level of stress or low sense of self-efficacy
now, how will they handle it as a full-time teacher? More research on this population is
suggested.
The MANCOVA found significant results on the PRQ for student teachers coping
resources. This study accomplished what it set out to do, provide student teachers with
stress management and self-care techniques. It was expected that student teachers would
leave the training knowing more about stress, strain, self-care, and new ways to cope with
stress.
Limitations of the Study
Limitations. The design of this study was experimental to assess if a stress
training would effect student teachers psychological strain, coping resources, stress
overload, and self-efficacy. One limitation of this study was time. Student teachers at this
university were on a strict schedule and there was only time to train them in one sixty-
minute session. A second limitation was the low-response rate. Although the sample size
was met in order to reach the recommended power, results indicated at the end of the
study uneven groups and it appears this could have caused a restriction in the power
analysis. Outliers were not removed from the study due to the small sample, which may
have resulted in skewed scores on the MANCOVA. Third, this study was done in one
university setting and may not be generalizable to other universities.
The researcher was not present while participants were completing the survey and
instruments. The research assistants were trained before proctoring the pretest and
posttest, but may not have been familiar enough with each one to answer questions from
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participants adequately. The researcher cannot be confident that participants fully
understood each question and took the time to contemplate each one before answering it.
Another limitation is the three trainings were scheduled on three different dates. There
was time between each training session for participants to communicate with one another
about their experience. Participants who had taken the training at an earlier date could
have influenced students who participated in the later trainings.
Delimitations. This study was completed only with student teachers, because
there was not a lot of literature found on stress related to this population. It also included
only one group of student teachers from one university setting, because this university
had a large number of student teachers within its teacher preparation program that would
allow the researcher time and access to conduct the study. Nonetheless, results may not
be generalizable to populations outside this setting.
Recommendations for Future Research
Recommendations
There are many recommendations for future research using the concepts covered
during this study.
1. This study focused on a sample from one university setting. Future research
may look and compare samples from multiples universities.
2. The training was taught in one sixty-minute session to student teachers. In
the future, the training could be taught over a longer period of time.
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3. The study was a pretest-posttest control group design. The pretest and
posttest were given to participants on the same day. In the future, a delayed
posttest is recommended to give participants time to use the techniques
taught during the training. This will help the researcher know if the
techniques were beneficial and how they affect the dependent variables.
During this study, participant’s level of stress, strain, and self-efficacy did
not change because the training techniques were not applied between the
pretest and posttest.
4. In the future, the study could include a competency-based protocol to see
whether or not the techniques were practiced and beneficial to participants.
5. If this training was done again with current teachers, it is recommended that
an extra training piece be included for school principals so they are aware
of what teachers are going through. This will make principals aware of the
extra stress they might be placing on teachers, leading them to change some
of the tasks they give to teachers.
6. Future studies can include knowledge counselors have on the amount of
stress teachers are under. An additional study could focus on parents and if
they are aware of the amount of stress teachers manage on a daily basis.
7. Future studies can look at the difference between special education teachers
and regular teachers stress levels.
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8. The next recommendation is for this study to be done with different
ethnicities and genders. The majority of participants in this study were
Caucasian and female.
9. Lastly, it is recommended that researchers compare public versus private
schoolteachers’ stress levels. The majority of participants in this study
student taught at a public school, and most of the research included in this
study focused on public school teachers’ stress levels.
Conclusion
Research indicates teachers are still experiencing high levels of stress and strain,
which could cause them to leave the profession. New teachers are leaving within the first
five years and experienced teachers are retiring before their time. For many, this study
may provide more evidence that teacher attrition is becoming a bigger issue each year.
For others, it may provide a solution on ways to prevent teachers from burning out, while
providing ways for them to take care of themselves professionally and personally.
This study fulfilled its purpose by equipping student teachers with new techniques
to help them cope with stress on a professional and personal level. The results of this
study were mixed, because three of the four hypotheses were retained while one was
rejected. A MANCOVA was run and participant’s scores for the PSQ, TSES, and SOS
were not significant; the PRQ found significant results for coping resources. Practically,
school administrators, counselors, district or state officials, and the education board may
wonder if teaching concepts like the ones mentioned in this study are worth it. By taking
a look at the significant results found in this study and seeing a group difference after
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participants completed one sixty-minute training session, it is possible teaching stress
management and self-care skills could positively impact the profession and, hopefully,
retain more teachers. Implications for the study suggest more research is needed for this
population and the use of stress preventative trainings. It is recommended the stress
management techniques be taught to current teachers as well. The implications also
suggest that the study be replicated with student teachers from other universities, as well
as current teachers in a public or private school setting.
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APPENDICES
Appendix A Recruitment Envelope Materials-Flyer
Stress Management and Self-Care Research Study
Be part of a stress-free research study! ▪ Are 18 years or older? ▪ Do you want to get relief from stress and learn new ways to take care of yourself? ▪ Do you want to help advocate for your profession? If you answered YES to these questions, you may be eligible to participate in an educational research study. The purpose of this hour and forty-five minute voluntary research project is to examine student teachers’ stress levels and teach you different stress management and self-care skills. Adults (18 years or older) are eligible to participate. This study is being conducted at Texas Tech University’s College of Education in a specified room and time.
Please go to a specified room after you are dismissed from class TODAY for more details! Don’t forget to bring the packet that was handed to you before class!
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University [email protected][email protected]
Rememberthisguy?(Dr.Crews)
⏎ Hespoketoyouatyourin-servicebackin
August.Hetoldyouaboutanopportunity
cominguptobeinvolvedinaresearch
studyaboutstress!Wellthetimehas
come!Belowyouwillseeafewdetails
aboutthestudy.Ihopetoseeyouafter
classisdismissedtosharemore
information!
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Appendix B Recruitment Envelope Materials-Participant Instructions
o Please read the gift card information.
o Next, read the Letter to Participants and Informed Consent form
following the gift card information. If you agree to it sign it and
continue to read through the instructions.
o Please PRINT your name and email address on the notecard
stapled to your informed consent. Place ONLY the signed
informed consent and notecard back in the envelope. The Student
Co-PI or research assistant will ask for it later.
o Once you have completed all of the instructions please hand your
envelope to the research or research assistant.
o The Student Co-PI, Macy Waltz, will give you more information
via email about when training will take place and other details
about this research project.
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Appendix C Recruitment Envelopment Materials-Gift Card Information
Gift Card!!!!
If you choose to participate in this study you will be entered into a drawing for a $50.00 Target gift card funded by the Student Co-PI. After signing the informed consent, the notecard you write your name on will be added into the drawing. A
name will be drawn on a specified date! The winner will receive an email on how to access their Target gift card.
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University [email protected][email protected]
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Appendix D Recruitment Envelope Materials- Letter to Participants
Date College of Education Texas Tech University Box Lubbock, Texas 79409 Dear Student Teacher, I am asking you to be a participant in a research study to help me with my dissertation work. If you consent to participate in the study, I will ask you to complete three assessments and a demographic survey at three different times. The wellness training with the pretest and posttest will take 90 minutes. The delayed posttest will take 15 minutes of your time. By completing the following documents you are helping me meet the requirements for my PhD at Texas Tech University. You will also be advocating for new teachers and experienced teachers to get the support necessary to cope with stress. School counselors and community counselors will be able to devise a specific program for teachers regarding stress management and self-care skills through your participation in this study. If you would like to participate, please read the next document for further instructions. Thank you for taking the time to read the following materials! I sincerely hope you will be a participant in my study. Sincerely, Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix E Recruitment Envelope Materials- Informed Consent Form
Counselor Education and Supervision
Texas Tech University Informed Consent Form
Title: The Efficacy of a Stress Management and Self-Care Training on Student Teachers’ Stress Levels Student Co-PI: Macy Waltz, M.Ed., LPC-Intern What is this project studying? The study is called “The Efficacy of a Stress Management and Self-Care Training on Student Teachers’ Stress Levels.” The purpose of this hour and forty-five minute voluntary research project is to examine student teachers’ stress levels and teach you different stress management and self-care skills. The Student Co-PI will be examining psychological strain, coping resources, self-efficacy, and stress overload through the use of three instruments. Others in the teaching and counseling profession may learn how to help new teachers cope with similar past issues through this research project. The Student Co-PI hopes to publish this study widely to make it as beneficial as possible for teachers and counselors. What would I do if I participate? You will be asked to share answers about your experiences with stress as a student teacher. Each question will be about you, how you feel, and what you experienced. First, you will give consent to participate in the study. Then you will provide the Student Co-PI with your name and email address on a notecard. Next, you will receive an email from the Student Co-PI for more details about the research project. The Student Co-PI will tell you the time, date, and location of the research project. During the project you will (1) answer questions about demographics, (2) answer questions regarding psychological strain, personal resources, stress overload, and self-efficacy. You will take a pretest and then participate in a wellness training. Immediately after the training you will take a posttest. A delayed posttest will be offered four weeks later with the same questions on a specified date. Participants can volunteer to take this posttest and will be asked to give consent again before filling out information in the research packet. How will I benefit from participating? Besides providing the study with valuable information, you will learn different ways to cope with stress and improve your self-care skills. This training will also benefit you throughout your student teaching and teaching career. In addition to learning new skills, you will have an opportunity to win a $50.00 Target gift card. Student teachers who give written consent and write their name and email address on the notecard will be entered into a drawing for a $50.00 Target gift card. The Student Co-PI will draw one name on a specified date. Can I quit if I become uncomfortable? Yes, your participation is completely voluntary. Dr. Hicks-the study’s primary investigator, the Institutional Review Board, and I have reviewed the questions and think you can answer them
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comfortably. However, you may skip any question(s) you do not feel comfortable answering and/or you can stop answering the questions at any time. You can also leave any time you wish. Participating is your choice. However, we do appreciate any help you are able to provide. How long will participation take? The wellness training with the pretest and posttest will take 90 minutes. The delayed posttest will take 15 minutes of your time. How are you protecting privacy? Your name will not be linked to any documentation and any use of this material in reports, publications or presentations will never be associated with participants in this study without permission. No one other than the Student Co-PI and her methodologist associated with this project will have access to the raw data. All related documentation will be stored either in a locked file cabinet in the Student Co-PI’s office or on a password protected computer. Your notecard and informed consent forms will be protected and kept confidential. Your notecard will only be used for the purpose of contacting you about the research project, assigning you to a treatment group and drawing the winner for the $50 gift card. All notecards will be permanently discarded after the winner of the drawing has been contacted about the gift card. The Student Co-PI and the dissertation committee’s methodologist of this study can only access the data. Data analysis will be completely anonymous. Raw data from this research project may be used for future publications outside of this project for my dissertation, but your name will not be linked to any documentation without permission. I have some questions about this study. Who can I ask?
o The study is being conducted under the supervision of Dr. Janet Froeschle Hicks
from the Department of Educational Psychology and Leadership at Texas Tech
University. If you have questions, you can reach her at [email protected] or
Please sign and print your name below if you would like to participate in my study and agree with the information provided in this informed consent form.
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________________________________________ ____________________ Signature Date ________________________________________ Printed Name
This consent form is not valid after a specified date.
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Appendix F Research Packet Materials- Packet Instructions
Packet Instructions
By completing the following documents you are helping me to complete my Ph.D. at Texas Tech University. Thank you for participating and helping me not only graduate, but also be able to provide materials that may help future teachers cope with stress in healthier ways.
1. Please fill out the enclosed research items completely:
a. Demographic Survey
b. Stress Overload Scale
c. Teachers’ Sense of Efficacy Scale 1 (short form)
d. Occupational Stress Inventory-Revised Personal Strain Questionnaire
and Personal Resources Questionnaire
2. Once you have fully completed all of the documents please put them back in the
envelope provided and place it in the container located in the front of the room.
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Appendix G Research Packet Materials- Demographic Survey
ID: ____________________
(Print clearly)
Demographic Survey
Do not write your name on this survey. Instructions: Please write your answer in the blank provided or place an X by your answer choice. Age: Gender: ______ ___ Male ___ Female ___ I prefer not to answer
Ethnicity: (Mark more than one if needed) ___ American Indian or Alaskan Native Teaching Certification Level: ___ Asian ___ Primary ___ Black or African American ___ Middle ___ Hispanic/ Latino ___ Secondary ___ Caucasian ___ All Levels (i.e. Physical Education) ___ I prefer not to answer Education: Relationship Status: (Please mark the highest level achieved) ___ Single ___ High School Graduate ___ Married ___ Some college ___ Dating ___ Associates Degree ___ Widowed ___ Bachelors Degree ___ Divorced/ Separated ___ Graduate Degree ___ Living with a partner Number of Children: GPA: ______ ______ Block: Type of school you are placed at for student teaching: ______ ___ Title I ___Not Title I
Macy Waltz Texas Tech University
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Appendix H Training Materials-PowerPoint Presentation and Commentary
Stress Management and Self-Care Training for Student Teachers
Please get comfortable in your seat. Get as comfortable as you possibly can. Keep your head straight and gently lift just your eyes to look up as high as you can and focus on a spot on the ceiling. It may feel difficult, but hold your eyes and stare at the spot. And as you stare at the spot, take in a nice deep breath, holding it as long as you can; and when you are ready, exhale slowly . . . very slowly. Take another deep breath in, holding it as long as you can; and again when you are ready, exhale slowly. You start to notice your eyes getting tired and watery. Your eyes feel heavy and watery and want to close down. Go ahead and allow your eyes to close down. Close your eyes. Imagine yourself at the top of a staircase or a mountain top somewhere out in nature. Whichever you feel most comfortable. You are at the very top. When you reach the bottom you will be at the bottom of deep relaxation. You are on Level 10 and move down to Level 9. As you imagine and visualize yourself moving down, you feel more relaxed. Let go of all your thoughts and all your cares. Moving down to Level 8; more and more relaxed; deeper and deeper into relaxation. You feel calm and relaxed. If any conscious thoughts come into your mind, just use the words calm and relaxed. Calm and relaxed. Moving down now to Level 7, imagining yourself moving down and feeling a sense of overwhelming peace and clarity, moving closer and closer to deep relaxation. Moving down now to Level 6; feeling more and more relaxed; deeper and deeper into relaxation. Continue letting go of all your thoughts and all your cares. Any sounds that you hear are just every day sounds of living; they only make you go deeper into relaxation. Moving down now to Level 5; you can see yourself moving down deeper and deeper into relaxation. Calm and relaxed. Calm and relaxed. Feeling more and more peaceful. Moving on down to Level 4, closer and closer, deeper and deeper into relaxation. Calm and relaxed, calm and relaxed. Moving on down to Level 3. Calm and relaxed. Deeper and deeper into relaxation. Moving down to Level 2, about to reach the bottom of deep relaxation. Step down now to Level 1. To the very bottom of relaxation feeling calm and relaxed. Imagine yourself at your most comfortable place. A place where you feel most comfortable and at peace. It can be at an ocean, a lake, a mountain, maybe your home. Imagine yourself sitting there or laying there taking in all the beauty. Using all of your senses, notice all the vibrant colors. Notice all the familiar smells. Hear all the familiar sounds at your most comfortable and peaceful place. Take in every aspect of this place that you may have missed and appreciate everything about it. (LONG PAUSE.) Now, just touch the tips of your thumb and forefinger together . . . just hold the tips of your fingers together. This is creating your anchor. You may use your anchor any time you need it; it will bring you
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right back to this place, your most comfortable place and experience the same feelings of peace and clarity. This place is for you. A place to escape from reality, and take time to clear your mind and gain new peaceful insight. (LONG PAUSE.) You can let go of your anchor now. Imagine yourself in your office or your classroom. Picture yourself with a student or a classroom full of students or even a colleague or your supervisor and notice how peaceful you feel. Notice that your patience has increased. Notice how easily it is to handle stressors that occur. Notice that your stress level has decreased, feeling like it is not even there. Imagine a situation in which you would normally feel most angry or upset. . . . yet you feel calm and relaxed. Calm and relaxed. All negative thoughts have left you, and you feel only positive energy. Positive and peaceful energy. Calm and relaxed. Notice that you are able to handle situations in a calm and relaxed way. You feel like your spirit has been lifted and filled with positive energy and peaceful feelings. You are and have become more and more aware of your positive feelings and the energy that will stay with you. Take the next few moments to allow yourself to feel this warm, relaxed, calm, peaceful, positive energy flow throughout your body. In a few moments, I am going to count to five. Bringing you back to the room feeling relaxed, calm, peaceful, and patient. One, feeling calm and relaxed. Two, becoming more aware of your surroundings. Three, feeling more awake. Four, feeling vibrant and aware. Five, open your eyes and come back to the room feeling refreshed and renewed.
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Appendix K Instrument Permission Letters-Stress Overload Scale
Dear Macy Waltz: Thank you for your interest in the Stress Overload Scale. I am the copyright holder as well as the author of the scale. I give you permission to use the SOS free of charge in your research, and to make as many copies you need for the participants in your studies. However, I do ask (1) that you use the instrument for non-profit purposes only, and (2) that you do not reprint the instrument in its entirety in your dissertation or any publications (including sample items is fine). I have had some problems with people using my scales for profit without my knowledge or consent. Best of luck with your dissertation project! Sincerely, James H. Amirkhan, Ph.D. Professor of Psychology California State University Long Beach [email protected]
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Appendix L Instrument Permission Letters-Teachers’ Sense of Efficacy Scale 1 (short form)
Anita Woolfolk Hoy, Ph.D. Professor Psychological Studies in Education Dear Macy Waltz, You have my permission to use the Teachers’ Sense of Efficacy Scale in your research. A copy the scoring instructions can be found at: http://u.osu.edu/hoy.17/research/instruments/ Best wishes in your work,
Anita Woolfolk Hoy, Ph.D. Professor Emeritus College of Education Phone 614-292-3774 29 West Woodruff Avenue www.coe.ohio-state.edu/ahoy FAX 614-292-7900 Columbus, Ohio 43210-1177 [email protected]
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Appendix M Instrument Permission Letters-Occupational Stress Inventory-Revised
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Appendix N Reminder Emails and Flyers- Email Reminder for Experimental Group: Group A
Dear Student Teacher (Teacher Candidate in the later phase),
Thank you for volunteering to participate in my research study! I cannot thank you enough for volunteering your time to help me. You were assigned to Group A. Your instructions for the training are listed below. My name is Macy Waltz and I am a doctoral student in the Counselor Education and Supervision program at Texas Tech University. I am writing to provide more details about my research study and remind you about my project on stress management and self-care training. You're eligible to be in this study because you are 18 years or older and a student teacher/teacher candidate in the Tech Teach program at TTU. I obtained your contact information from your notecard during recruitment. Below you will see the time, date, and location of my study. By volunteering to participate in this study, you will partake in a wellness training on a specified date, time, and location. Remember, this is completely voluntary. You can choose to be in the study or not. If you'd like to participate or have any questions about the study, please email or contact me at [email protected]. We look forward to seeing you on:
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix O Reminder Emails and Flyers- Email Reminder for Control Group: Group B
Dear Student Teacher (Teacher Candidate in the later phase),
Thank you for volunteering to participate in my research study! I cannot thank you enough for volunteering your time to help me. You were assigned to Group A. Your instructions for the training are listed below. My name is Macy Waltz and I am a doctoral student in the Counselor Education and Supervision program at Texas Tech University. I am writing to provide more details about my research study and remind you about my project on stress management and self-care training. You're eligible to be in this study because you are 18 years or older and a student teacher/teacher candidate in the Tech Teach program at TTU. I obtained your contact information from your notecard during recruitment. Below you will see more instructions for what to do on a specified date. By volunteering to participate in this study, you will take a pretest and posttest on a specified date in a specified room and location. Please come to the specified room at the specified time for the pretest. You will be dismissed after completing the research packet. After class you will come back to the specified room at the specified time for the posttest. Both the pretest and posttest will take 15 minutes each to complete. You will be dismissed after completing the posttest. Remember, this is completely voluntary. You can choose to be in the study or not. If you'd like to participate or have any questions about the study, please email or contact me at [email protected]. We look forward to seeing you on:
Thank you very much! Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix P Reminder Emails and Flyers-Flyer Reminder for Research Project
Student Teachers/Teacher Candidates! This is a reminder about my research project that
is happening at a specified time on stress management and self-care in the College of
Education building at TTU! Group A- Please come to the specified room at the
specified time! Group B- Please come to the specified room at the
specified time!
Thank you and we will see you soon! (If you forget what group you were assigned check your email or Macy
Waltz will be in the lobby by the stairs with a list.)
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix Q Reminder Emails and Flyers-Email Reminder for Delayed Posttest
Dear Student Teacher (Teacher Candidate in the later phase),
Thank you for volunteering to participate in my research study! I cannot thank you enough for volunteering your time to help me. This is an email reminder about taking a delayed posttest for my research project. Your instructions for the delayed posttest are listed below. This posttest is completely voluntary. You will be asked to sign an informed consent again before filling out the research packet. The research pcket will take 15 minutes to complete and includes the same instruments and survey from the pretest and first posttest that was given to you on a specified date. By taking this delayed posttest you will be helping me add to the research on ways to help future teachers cope with stress. It will be greatly appreciated if you volunteer to take this posttest. It will help me understand how to help future student teachers and teachers! Please come to a specified room at a specified time for the delayed posttest. The Student Co-PI will draw one name for the $50 dollar Target gift card on specified date. The winner will receive an email on how to access their Target gift card. Remember, this is completely voluntary. You can choose to participate in the delayed posttest or not. If you'd like to participate or have any questions about the delayed posttest or research project, please email or contact me at [email protected]. We look forward to seeing you on:
Date: Specified Date Room #: Specified Room
Location: Specified Location Time: Specified Time
Thank you very much! Sincerely,
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix R Reminder Emails and Flyers-Flyer Reminder for Delayed Posttest
Student Teachers/Teacher Candidates! This is a reminder about the delayed posttest that
is happening today, a specified date, for my research project on stress management and self-
care in the College of Education at TTU! Please come to a specified at a specified time for
the delayed posttest. Thank you and we will see you soon!
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix S Reminder Emails and Flyers-Email Reminder for Control Group Spring 2016
Training
Dear Student Teacher (Teacher Candidate in the later phase),
Thank you for volunteering to participate in my research study! I cannot thank you enough for volunteering your time. This is an email reminder about an opportunity to participate in my stress management and self-care training. Your instructions for the training are listed below. This training is completely voluntary. You will be asked to participate in multiple activities throughout this 60-minute training. You will learn more information on stress management and ways to take care of yourself in a healthy manner. You will also learn new coping skills that can be applied to every day life situations. Please come to a specified room at a specified time for the training. Remember, this is completely voluntary. You can choose to participate in the training. If you'd like to participate or have any questions about the training or research project, please email or contact me at [email protected]. We look forward to seeing you on:
Date: Specified Date Room #: Specified Room
Location: Specified Location Time: Specified Time
Thank you very much! Sincerely,
Macy Waltz Janet Froeschle Hicks Student Co-PI Primary Investigator Texas Tech University Texas Tech University
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Appendix T Pretest Box Plots
Figure 7: Stress Overload Scale (SOS) Total
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Figure 8: Personal Strain Questionnaire (PSQ) Mean
Figure 9: Teachers' Sense of Efficacy Scale (TSES) Mean
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Figure 10: Personal Resources Questionnaire (PRQ) Mean