Abstract
IntroductionTeaching is a stressful profession that exposes workers to the risk of burnout. Techniques involving higher mental functions, such as transcendental meditation and prayer, have been used in stress and burnout prevention programs. In this study, we report the results of an experience conducted in a group of teachers of a religious institute, in which prayer was used as a technique to prevent burnout.MethodsFifty teachers and support staff employed at a Catholic school of a Congregation of nuns volunteered for this study. They were randomized into two groups: prayer treatment (n = 25) or control group (n = 25). The treatment protocol was based on the combination of individual Christian prayer and a focus group of prayer-reflection. The participants received two 30 min training sessions a week over 2 months. Job satisfaction, well-being, and burnout symptoms (emotional exhaustion and depersonalization sub-scales) were measured at baseline and at follow-up (4 months) with the Italian versions of the Maslach Burnout Inventory validated for teaching and education sector, the General Health Questionnaire, and the Warr, Cook, and Wall’s Job Satisfaction Scale.ResultsAt follow-up, a significant improvement of all outcome measures was observed. Emotional exhaustion (16.80–4.92, p < 0.001), depersonalization (3.72–0.60, p < 0.001) levels, and psychological impairment (10.08–2.04, p < 0.001) were significantly decreased, and job satisfaction (45.96–77.00, p < 0.001) was increased. The effect sizes (Glass’ Δ) of the therapeutic interventions ranged from 0.53 (satisfaction level) to 2.87 (psychological health), suggesting moderate to large effects.DiscussionPrayer could be effective, no less than meditation and other spiritual or mind-body techniques, in contrasting the negative effects of occupational stress and preventing burnout among teachers and possibly other human service professionals.
Highlights
Teaching is a stressful profession that exposes workers to the risk of burnout
Teacher burnout has been defined as a psychological condition that leads to exhaustion, depersonalization, and decreased teacher achievement and self-worth (Evers, 2011)
burnout syndrome (BOS) may be considered as a consequence of long-term occupational stress-strain associated with negative health outcomes at individual and organizational levels, including mental health issues like anxiety and depression, low job satisfaction, low performance and student care, and high absenteeism and turnover rates (Chirico, 2016a)
Summary
Teaching is a stressful profession that exposes workers to the risk of burnout. Techniques involving higher mental functions, such as transcendental meditation and prayer, have been used in stress and burnout prevention programs. Teaching is a high-stress profession, and many teachers are exposed to high levels of emotional distress at the workplace (Borrelli et al, 2014; Fiorilli et al, 2015; De Stasio et al, 2017; Herman et al, 2018; Chirico et al, 2019b). Teacher stress has been defined as the experience of unpleasant negative emotions such as anger, frustration, anxiety, depression, and nervousness, resulting from some aspect of work (Kyriacou, 2001). BOS may be considered as a consequence of long-term occupational stress-strain associated with negative health outcomes at individual and organizational levels, including mental health issues like anxiety and depression, low job satisfaction, low performance and student care, and high absenteeism and turnover rates (Chirico, 2016a)
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