Accepted for/Published in: JMIR Research Protocols
Date Submitted: Mar 12, 2022
Open Peer Review Period: Mar 11, 2022 - May 6, 2022
Date Accepted: Jun 13, 2022
(closed for review but you can still tweet)
Burnout and Associated Psychological Problems among Teachers in Alberta and Nova Scotia, and the impact of a Supportive Text Messaging Program (Wellness4Teachers)- Protocol for a Cross-Sectional and Program Evaluation Study
ABSTRACT
Background:
Stress, burnout, anxiety, and depression continues to be a problem among teachers worldwide. It is not presently known what the prevalence and correlates for these psychological problems are among teachers in Alberta and Nova Scotia. It is also not known if a supportive text message program (Wellness4Teacher) would be effective in reducing this stress, burnout, anxiety or depression symptoms amongst teachers.
Objective:
The goal of this study is to evaluate the prevalence and correlates of stress, burnout, symptoms of anxiety, depression and low resilience among elementary and high school teachers in Alberta and Nova Scotia, Canada; and to determine if daily supportive text messages can help reduce the prevalence of these psychological problems in teachers.
Methods:
This is a cross sessional study with data collected from subscribers of Text4Wellness using an online survey at baseline (onset of text messaging), at six weeks, the program midpoint (6 months), and the program endpoint (12 months). Teachers can subscribe to the Wellness4Teachers program by texting the keyword “TechWell” to the program phone number. Outcome measures will be assessed using standardized rating scales. Data will be analyzed with descriptive and inferential statistics using SPSS version 25.
Results:
Results of this study are expected 24 months after program launch. It is expected that the prevalence of stress, burnout, anxiety, depression and low resilience among teachers in Alberta and Nova Scotia would be comparable to those reported in other jurisdictions. It is also expected that factors such as gender, number of years teaching, grade teaching, and school type (elementary vs. high school) will have an association with burnout and other psychological disorders among teachers. Furthermore, it is expected that the Wellness4Teacher program will reduce the prevalence and severity of psychological problems in teachers.
Conclusions:
Wellness4Teachers project will provide key information regarding prevalence rates of burnout, stress, anxiety, and depressive symptoms among teachers as well as demographic correlates and outcome data related to this intervention. Information from this study will be useful for informing policy and decision making concerning psychological interventions for school teachers.
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Copyright
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