Burnout is a well-known phenomenon with significant social, biological and economic costs. In particular, teacher burnout is associated with unfavorable mental health outcomes and economic costs due to reduced hours and teacher turnover. This study investigated the effect of an Inquiry-Based Stress Reduction (IBSR) cognitive-reframing program on teacher burnout using a quasi-experimental design. Fifty-three teachers participated in a prospective intervention with a passive control group. The intervention group completed a 12-week IBSR program with 4.5 h of weekly engagement. Relative to control, teachers in the intervention group showed greater improvements in emotional exhaustion (18.8 ± 5.2 to 15.9 ± 5.7 vs. 16.0 ± 4.8 to 17.4 ± 4.8; p = 0.01) and personal accomplishment (21.8 ± 5.0 to 24.6 ± 4.3 vs. 21.9 ± 4.5 to 22.8 ± 4.3; p = 0.04). Significant correlations were found between change in emotional exhaustion and negative affect (positive correlation; r = 0.32; p = 0.034) and between personal accomplishment and perceived stress (negative correlation; r = −0.451; p = 0.002). This study demonstrates the potential of IBSR to improve teacher well-being. Future randomized studies are needed to evaluate the causality of IBSR in reducing burnout among teachers and other high-stress workplaces.

中文翻译：

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基于查询的压力减轻对教师倦怠的影响：一项对照试验。

倦怠是一种众所周知的现象，具有巨大的社会，生物学和经济成本。尤其是，由于工作时间减少和教师更替，教师的倦怠会导致不良的心理健康结果和经济成本。这项研究使用准实验设计研究了基于查询的减压（IBSR）认知重塑程序对教师倦怠的影响。53名教师参加了被动控制组的前瞻性干预。干预小组完成了为期12周的IBSR计划，每周参与4.5小时。相对于对照组，干预组的教师在情绪疲惫方面表现出更大的改善（18.8±5.2至15.9±5.7与16.0±4.8至17.4±4.8；p= 0.01）和个人成就感（21.8±5.0至24.6±4.3与21.9±4.5至22.8±4.3; p = 0.04）。在情绪疲惫和负面情绪的变化之间（正相关； r = 0.32；p = 0.034）以及个人成就与感知压力之间存在显着的相关性（负相关； r = -0.451；p = 0.002）。这项研究证明了IBSR改善教师福祉的潜力。需要未来的随机研究来评估IBSR减少教师和其他高压力工作场所倦怠的因果关系。