ABSTRACT

Background and Objectives:

As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout.

Design:

This study comprised a randomized controlled trial (RCT) of a group-based cognitive–behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up.

Methods:

The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition.

Results:

The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers’ emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up.

Conclusions:

This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout.

中文翻译：

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应对教师倦怠的认知行为方法：团体治疗计划的随机对照试验

摘要

背景和目标：

作为一种众所周知的现象，具有重大的社会、生物和心理影响，倦怠综合症已经从不同的治疗角度被看待和治疗。然而，很少有研究评估预防和缓解教师倦怠的干预措施。

设计：

这项研究包括针对教师倦怠的基于团体的认知行为治疗 (CBT) 计划的随机对照试验 (RCT)，并对治疗前、治疗后和 6 个月的随访进行评估。

方法：

Maslach 职业倦怠调查 (MBI-ES) 对伊朗 242 名具有不同专业背景的英语教师进行了调查。其中，62 名有倦怠症状的教师被随机分配到基于小组的八周 CBT 治疗计划或等候名单控制条件组。

结果：

一系列混合因子方差分析的结果表明，与对照条件相比，治疗后在 MBI-ES 的总分和三个子量表（教师的情绪耗竭、人格解体和个人成就感下降）方面，治疗有显着更大的改善，治疗效果在6个月的随访中保持不变。

结论：

这种 CBT 干预有望为处于紧张职业条件下的教师提供支持，并减少他们的倦怠。