Designing Visualizations for Workplace Stress Management: Results of a Pilot Study at a Swiss Municipality

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.

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How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study

JMIR Mental Health ◽

10.2196/15416 ◽

2020 ◽

Vol 7 (4) ◽

pp. e15416

Author(s):

Julia B Manning ◽

Ann Blandford ◽

Julian Edbrooke-Childs ◽

Paul Marshall

Keyword(s):

High School ◽

Stress Management ◽

High School Teachers ◽

School Environment ◽

Digital Health ◽

Well Being ◽

Workplace Stress ◽

School Teachers ◽

Management Tools ◽

Health Technologies

Background Persistent psychosocial stress is endemic in the modern workplace, including among midcareer high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers' self-management of stress along with their use of digital health technologies could provide important insights into creating more usable and accessible stress support interventions. Objective The aim of this study was to investigate the constraints on stress management and prevention among teachers in the school environment and how this shapes the use of digitally enabled stress management tools. Methods Semistructured interviews were conducted with 14 teachers from southern England. The interviews were analyzed using thematic analysis. Results Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects in the workplace context, which influence their ability to manage stress. A total of 12 participants engaged with technology to self-manage their physical or psychological well-being, with more than half of the participants using consumer wearables, but Web-based or smartphone apps were rarely accessed in school. However, digital well-being interventions recommended by school leaders could potentially be trusted and adopted. Conclusions The findings from this study bring together both the important cultural and physical contextual constraints on the ability of midcareer high school teachers to manage workplace stress. This study highlights correlates of stress and offers initial insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step toward designing tailored digital stress support for teachers.

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Influence of Personality Traits on the Stress Management among the Teaching Faculties in Public Sector Universities

International Review of Management and Business Research ◽

10.30543/10-1(2021)-36 ◽

2021 ◽

Vol 10 (1) ◽

pp. 410-422

Author(s):

SADIA ANWAR ◽

BAHADUR SOOMROO ◽

MUHAMMAD NAWAZ BALOCH

Keyword(s):

Personality Traits ◽

Stress Management ◽

Significant Influence ◽

Management Strategies ◽

Openness To Experience ◽

Workplace Stress ◽

Cross Sectional ◽

Organizational Goals ◽

Teaching Faculty ◽

Higher Educational

This research paper is aimed to explore the influence of personality traits on stress management. As for the achievement of organizational goals, the management has to be assured that its’ employees are not stressed due to any reason for productive outcomes. Stress is unavoidable in any organization especially if it belongs to the teaching sector. However, students and teachers are normally found under stress because of the demanding environment that is generated in physical schools and classrooms. For this purpose, this study has examined to what extent personality traits including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience influence stress management. This leads to the fact which personality traits of employers especially those that belong to educational institutes can manage their stress and how their personality affects them to take decisions at the time of stress. This research article proposed a descriptive methodology in which cross-sectional data are randomly collected from the different public higher educational universities of Sindh, Pakistan. For the data collection, the survey questionnaire is applied. After the process of data cleaning, 252 responses of teaching faculty as respondents were found accurate for further analysis. By applying the Statistical Package for Social Sciences version 26.0 the data was data analyzed. The results of Pearson’s correlation and multiple regression analysis showed that agreeableness, conscientiousness, and openness to experience have a positive and significant influence on stress management. On the other hand, extroversion and neuroticism have not found a significant influence on stress management. This research study may provide useful insights for policymakers and top management in public higher educational institutions like universities to identify the stress management strategies that are implemented by the management of education institutions to manage workplace stress among the teaching faculty. Keywords: Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience and Stress Management.

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