Skip to main content
SpringerLink
Log in
Book cover

Educator Stress pp 347–368Cite as

Individual-Organizational Interface (IOI) Interventions to Address Educator Stress

  • Chapter
  • First Online:

Part of the book series: Aligning Perspectives on Health, Safety and Well-Being ((AHSW))

Abstract

In this chapter we discuss the wide variety of interventions that can be used to achieve a better fit between educators, the demands they face and the resources available to deal with those demands. Individual-Organizational Interface (IOI) interventions often involve collaborative problem-solving and educator capacity building activities that help workers to meet or to change work demands. These interventions are based on solid theoretical foundations and appear to offer the potential to address a number of the stress-related problems commonly encountered by educators. Unfortunately, there is a limited amount of good quality intervention research and very few rigorous evaluation studies of IOI interventions that directly target educators. In this chapter we draw upon what evidence there is in an attempt to summarize the type of IOI interventions that appear likely to be of benefit to educators. We highlight the wider research on some IOI interventions that have been used within other contexts in order to tackle the types of stressors commonly reported by educators. We discuss future avenues for research and identify the practical applications of existing research findings for those currently working as educators.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • American Psychological Association. (2016). Classroom management modules. Retrieved from http://www.apa.org/ed/schools/cpse/activities/class-management.aspx

  • Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. doi:10.1108/02683940710733115.

    Article  Google Scholar 

  • Beehr, T. A., Bowling, N. A., & Bennett, M. M. (2010). Occupational stress and failures of social support: When helping hurts. Journal of Occupational Health Psychology, 15, 45–59. doi:10.1037/a0018234.

    Article  Google Scholar 

  • Billehøj , H. (2007). Report on the ETUCE survey on teachers’ work-related stress. Retrieved from https://www.csee-etuce.org/images/attachments/Report_WRS_EN.pdf

  • Böckerman, P., Bryson, A., & Ilmakunnas, P. (2012). Does high involvement management improve worker wellbeing? Journal of Economic Behavior and Organization, 84, 660–680. doi:10.1016/j.jebo.2012.09.005.

    Article  Google Scholar 

  • Bond, F. W., Flaxman, P. E., & Loivette, S. (2006). A business Case for the management standards for stress. Norwich, UK: Her Majesty’s Stationery Office, Research Reports.

    Google Scholar 

  • Botwinik, R. (2007). Dealing with teacher stress. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80, 271–272. doi:10.3200/TCHS.80.6.271-272de.

    Article  Google Scholar 

  • Breukelen, W., Van der Vlist, R., & Steensma, H. (2004). Voluntary employee turnover: combining variables from the “traditional” turnover literature with the theory of planned behavior. Journal of Organizational Behavior, 25, 893–914. doi:10.1002/job.281.

    Article  Google Scholar 

  • Bricheno, P., Brown, S., & Lubansky, R. (2009). Teacher well-being: A review of the evidence. Retrieved from https://teachersupport.info/sites/default/files/downloads/TSN-teacher-wellbeing-research-of-the-evidence-2009

  • Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28, 693–710. doi:10.1080/01443410802206700.

    Article  Google Scholar 

  • Cox, T., Karanika, M., Griffiths, A., & Houdmont, J. (2007). Evaluating organisational-level work stress interventions: Beyond traditional methods. Work and Stress, 21, 348–368. doi:10.1080/02678370701760757.

    Article  Google Scholar 

  • Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. doi:10.1016/j.tate.2015.01.013.

    Article  Google Scholar 

  • Education Support Partnership. (2014). 2014 Health survey. Retrieved from https://www.educationsupportpartnership.org.uk/2014-health-survey

  • Elo, A.-L., Ervasti, J., & Mattila, P. (2008). Evaluation of an organizational stress management program in a municipal public works organization. Journal of Occupational Health Psychology, 13, 10–23. doi:10.1037/1076-8998.13.1.10.

    Article  PubMed  Google Scholar 

  • European Agency for Health and Safety at Work. (2008). E-fact 31 – Prevention of work-related stress in the education sector. Retrieved from https://osha.europa.eu/en/publications/e-facts/efact31/view

  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–16). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ford, T., Edwards, V., Sharkey, S., Ukoumunne, O. C., Byford, S., Norwich, B., & Logan, S. (2012). Supporting teachers and children in schools: The effectiveness and cost-effectiveness of the incredible years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations. BMC Public Health, 12, 719. Retrieved from http://www.biomedcentral.com/1471-2458/12/719.

    Article  PubMed  PubMed Central  Google Scholar 

  • Gatewood, T. E., Cline, G., Green, G., & Harris, S. E. (1992). Middle school interdisciplinary team organization and its relationship to teacher stress. Research in Middle Level Education, 15(2), 27–40.

    Article  Google Scholar 

  • Giga, S. I., Noblet, A. J., Faragher, B., & Cooper, C. L. (2003). The UK perspective: A review of research on organisational stress management interventions. Australian Psychologist, 38, 158–164. doi:10.1080/00050060310001707167.

    Article  Google Scholar 

  • Glazerman, S., & Seifullah, A. (2012). An evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after four years: Final report. Washington, DC: Mathematica Policy Research. Retrieved from http://files.eric.ed.gov/fulltext/ED530098.pdf.

    Google Scholar 

  • Hall, E., Hall, C., & Abaci, R. (1997). The effects of human relations training on reported teacher stress, pupil control ideology and locus of control. British Journal of Educational Psychology, 67, 483–496. doi:10.1111/j.2044-8279.1997.tb01260.x.

    Article  PubMed  Google Scholar 

  • Hansford, L., Sharkey, S., Edwards, V., Ukoumunne, O., Byford, S., Norwich, B., Logan, S., & Ford, T. (2015). Understanding influences on teachers’ uptake and use of behaviour management strategies within the STARS trial: Process evaluation protocol for a randomised controlled trial. BMC Public Health, 15, 119. doi:10.1186/s12889-015-1486-y.

    Article  PubMed  PubMed Central  Google Scholar 

  • Heaney, C., Israel, B., Schurman, S., Barker, E., House, J., & Hugentobler, M. (1993). Industrial relations, work stress reduction and employee well-being: A participatory action research investigation. Journal of Organizational Behavior, 14, 495–510.

    Article  Google Scholar 

  • Ivancevich, J. M., Matteson, M. T., Freedman, S. M., & Phillips, J. S. (1990). Worksite stress management interventions. American Psychologist, 45, 252–261. doi:10.1037/0003-066X.45.2.252.

    Article  PubMed  Google Scholar 

  • Jesus, S. N., & Conboy, J. (2001). A stress management course to prevent teacher distress. International Journal of Educational Management, 15, 131–137. doi:10.1016/j.clysa.2014.06.004.

    Google Scholar 

  • Jesus, S. N., Rus, C., & Tobal, J. (2011). Effectiveness of a stress management training on motivation and well-being. Journal of Spatial and Organizational Dynamics, 1, 143–152.

    Google Scholar 

  • Johnson, J., & Hall, E. (1988). Job strain, work place social support and cardiovascular disease: A cross-sectional study of a random sample of the working population. American Journal of Public Health, 78, 1336–1342.

    Article  PubMed  PubMed Central  Google Scholar 

  • Karasek, R., & Theorell, T. (1990). Healthy work: Stress, productivity and the reconstruction of working life. New York: Basic Books.

    Google Scholar 

  • Kinman, G., & Wray, S. (2013). Higher stress: A survey of stress and well-being among staff in higher education. Retrieved from https://www.ucu.org.uk/media/5911/Higher-stress-a-survey-of-stress-and-well-being-among-staff-in-higher-education-Jul-13/pdf/HE_stress_report_July_2013.pdf .

  • Klein, C., Diaz-Granados, D., Salas, E., Le, H., Burke, C. S., Lyons, R., & Goodwin, G. F. (2009). Does team building work? Small Group Research, 40, 181–222. doi:10.1177/1046496408328821.

    Article  Google Scholar 

  • LaMontagne, A. D., Keegel, T., Louie, A. M., Ostrey, A., & Landsbergis, P. A. (2007). A systematic review of the job-stress intervention evaluation literature, 1990–2005. International Journal of Occupational and Environmental Health, 13, 268–280. doi:10.1179/oeh.2007.13.3.268.

    Article  PubMed  Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer Publications.

    Google Scholar 

  • Lhospital, A. S., & Gregory, A. (2009). Changes in teacher stress through participation in pre-referral intervention teams. Psychology in the Schools, 46, 1098–1112. doi:10.1002/pits.20455.

    Article  Google Scholar 

  • Mark, G. M., & Smith, A. P. (2008). Stress models: A review and suggested new direction. In J. Houdmont & S. Leka (Eds.), Occupational health psychology: European perspectives on research, education and practice (Vol. III, pp. 111–144). Nottingham, UK: Nottingham University Press.

    Google Scholar 

  • Montano, D., Hoven, H., & Siegrist, J. (2014). Effects of organisational-level interventions at work on employees’ health: A systematic review. BMC Public Health, 14, 135–144. doi:10.1186/1471-2458-14-135.

    Article  PubMed  PubMed Central  Google Scholar 

  • Murta, S. G., Sanderson, K., & Oldenburg, B. (2007). Process evaluation in stress management interventions: A systematic review. American Journal of Health Promotion, 21(4), 248–254.

    Article  PubMed  Google Scholar 

  • Naghieh A., Montgomery P., Bonell C. P., Thompson M., & Aber J. L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, 4, Art. No.: CD010306. doi: 10.1002/14651858.CD010306.pub2.

  • Nielsen, K. (2013). Review article: How can we make organizational interventions work? Employees and line managers as actively crafting interventions. Human Relations, 66, 1029–1050. doi:10.1177/0018726713477164.

    Article  Google Scholar 

  • Nielsen, K., & Abildgaard, J. S. (2013). Organizational interventions: A research-based framework for the evaluation of both process and effects. Work & Stress, 27, 278–297. doi:10.1080/02678373.2013.812358.

    Article  Google Scholar 

  • Nielsen, K., & Randall, R. (2012). The importance of employee participation and perceptions of changes in procedures in a teamworking intervention. Work & Stress, 26, 91–111. doi:10.1080/02678373.2012.682721.

    Article  Google Scholar 

  • Nielsen, K., & Randall, R. (2013). Opening the black box: A framework for evaluating organizational-level occupational health interventions. European Journal of Work & Organizational Psychology, 22, 601–617. doi:10.1080/1359432X.2012.690556.

    Article  Google Scholar 

  • Nielsen, K., Randall, R., & Christensen, K.B. (2015). Do different training conditions facilitate team implementation? A quasi-experimental mixed methods study. Journal of Mixed Methods Research, Online first. doi:10.1177/1558689815589050

  • Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it’s important, how it can be alleviated. Theory into Practice, 55, 104–111. doi:10.1080/00405841.2016.1148986.

    Article  Google Scholar 

  • Randall, R., Griffiths, A., & Cox, T. (2005). Evaluating organizational stress-management interventions using adapted study designs. European Journal of Work and Organizational Psychology, 14, 23–41. doi:10.1080/13594320444000209.

    Article  Google Scholar 

  • Randall, R. & Nielsen, K. (2010) Interventions to promote well-being at work. In S. Leka, & J. Houdmont (Eds.), Occupational health psychology (pp .88–123). London: Wiley-Blackwell.

    Google Scholar 

  • Richardson, K. M., & Rothstein, H. R. (2008). Effects of occupational stress management programs: A meta-analysis. Journal of Occupational Health Psychology, 13, 69–93. doi:10.1037/1076-8998.13.1.69.

    Article  PubMed  Google Scholar 

  • Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting. School Social Work Journal, 35, 72–93.

    Google Scholar 

  • Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1, 27–41. doi:10.1037/1076-8998.1.1.27.

    Article  PubMed  Google Scholar 

  • Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681–714. doi:10.3102/00028312041003681.

    Article  Google Scholar 

  • Tetrick, L. E., & Winslow, C. J. (2015). Workplace stress management interventions and health promotion. Annual Review of Organizational Psychology and Organizational Behavior, 2, 583–603. doi:10.1146/annurev-orgpsych-032414-111341.

    Article  Google Scholar 

  • Tunnecliffe, M. R., Leach, D. J., & Tunnecliffe, L. P. (1986). Relative efficacy of using behavioral consultation as an approach to teacher stress management. Journal of Social Psychology, 24, 123–131.

    Google Scholar 

  • van den Heuvel, M., Demerouti, E., & Peeters, M. C. W. (2015). The job crafting intervention: Effects on job resources, self-efficacy, and affective well-being. Journal of Occupational and Organizational Psychology, 88, 511–532. doi:10.1111/joop.12128.

    Article  Google Scholar 

  • Van der Hek, H., & Plomp, H. N. (1997). Occupational stress management programmes: A practical overview of published effect studies. Occupational Medicine, 47, 133–141. doi:10.1093/occmed/47.3.133.

    Article  PubMed  Google Scholar 

  • Webster-Stratton, C. (2006). The incredible years: A trouble-shooting guide for parents of children aged 3-8. Seattle, WA: Incredible Years Press.

    Google Scholar 

  • Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 26, 179–201. doi:10.5465/AMR.2001.4378011.

    Google Scholar 

  • Wu, S., Li, J., Wang, M., Wang, Z., & Li, H. (2006). Short communication: Intervention on occupational stress among teachers in the middle schools in China. Stress and Health, 22, 329–336. doi:10.1002/smi.1108.

    Article  Google Scholar 

  • Żołnierczyk-Zreda, D. (2005). An intervention to reduce work-related burnout in teachers. International Journal of Occupational Safety and Ergonomics, 11, 423–430. doi:10.1080/10803548.2005.11076661.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Business and Economics, Loughborough University, Loughborough, UK

    Raymond Randall & Cheryl Travers

Authors
  1. Raymond Randall
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Cheryl Travers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Raymond Randall .

Editor information

Editors and Affiliations

  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University , Houston, Texas, USA

    Teresa Mendonça McIntyre

  2. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas, USA

    Scott E. McIntyre

  3. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA

    David J. Francis

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Randall, R., Travers, C. (2017). Individual-Organizational Interface (IOI) Interventions to Address Educator Stress. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_15

Download citation

Publish with us

Policies and ethics

Search

Navigation