The Efficacy of a Collaborative Stress Management Program for Teachers

Research indicates teachers suffer from stress and burn out in numbers greater than those in similar professions (Stoeber & Rennert, 2008). This is particularly important since poor student behavior and performance may be the unintended consequences (Skaalvik & Skaalvik, 2007). If supported by research, school-based stress management programs may provide a method for reducing teacher burn out and improving school and classroom environments. This article describes an experimental study that evaluated the impact of a school-based and collaboratively implemented stress management program on teachers’ emotional exhaustion, depersonalization, and personal accomplishment perceptions. The program evaluated in this study was the RIS (relaxation, imagery, solution) program, which was named for the basic program components: relaxation, use of guided imagery, solution focused imagery, and solution focused classroom techniques. This program helped teachers relax and think more positively ab