Coaching

Today’s life rhythms and demands are often challenging and require intense physical and psychological efforts in order to be sustained (Mariotti 2015).

Are you experiencing an overwhelming amount of demand from your job?
Do you lack the confidence to effectively teach your students and manage their behaviors?
Is your self-care on the back burner?
Are you experiencing mental distress?

If you answered “YES” to any of these questions, then you could be suffering from chronic stress.

Impact of chronic stress among schoolteachers:

Teachers who are experiencing burnout demonstrate a lower quality teaching (Maslach & Jackson, 1981).
Relationships suffer (Maslach & Jackson, 1981).
Teachers with low self-efficacy or negative beliefs about their ability to teach students and manage their behavior, exhibit less effective teaching practices, which lead to lower student achievement (Skaalvik & Skaalvik, 2007).
About half of teachers leave the field within their first 5 years, often due to the stress of the profession (Ingersoll, 2002).
Occupational stress among teachers can lead to teachers’ physical or psychological absence from work (Jennings & Greenberg, 2009).
Overly stressed teachers were associated with the poor student outcomes including lower student adaptive behaviors and math achievement and higher disruptive behaviors (Herman et al., 2018).

Health impact of chronic stress:

Diseases linked to chronic stress include cardiovascular dysfunctions, diabetes, cancer, autoimmune syndromes, and mental illnesses such as depression and anxiety (Mariotti, 2015).

Solution:

According to Herman and colleagues (2018), an understanding of “patterns of teacher stress and coping may help guide efforts to provide systems of support needed to reduce teacher burnout and attrition.”
Increased self-efficacy is the first step in reducing teacher stress and burnout while improving outcomes for students (Herman et al., 2018).
Herman and colleagues recommend that finding ways to support teacher coping and efficacy may be critical to promoting successful adaptation and achievement of students.

I can help you reduce stress and find more health and joy in life.

I do this by helping you to: –

Develop effective coping skills that work for you
Build resilient muscles, so that you thrive in the face of stress
Increase self-efficacy in the classroom
Design a personalized wellness plan
Improve relationships at work and home
Find more job satisfaction

To schedule your complimentary Discovery Coaching Session simply fill out the form below.

Then check your inbox for an email from me. It will have a link to my calendar so you can book your session.

Sources:

Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534.

Jennings, P. A., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525.

Mariotti A. (2015). The effects of chronic stress on health: new insights into the molecular mechanisms of brain-body communication. Future science OA, 1(3), FSO23. https://doi.org/10.4155/fso.15.21

Maslach, C., & Jackson, S. E. (1981). MBI: Maslach burnout inventory. Palo Alto, CA: Consulting Psychologists Press.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.

Coaching

Today’s life rhythms and demands are often challenging and require intense physical and psychological efforts in order to be sustained (Mariotti 2015).

I can help you reduce stress and find more health and joy in life.

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