Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation


Document Type


Degree Name

Educational Specialist (EdS)


Department of Graduate Psychology


Deborah Kipps-Vaughan

Tammy Gilligan

Ashton Trice


The purpose of this study was to examine the impacts of participating in a stress-management program on teachers’ self-reported stress and well-being. Participants included a small group of new teachers and their assigned veteran teacher mentors from an elementary school in a large school district in Central Virginia. Self-reported stress as it relates to teacher-teacher relationships and physical symptoms increased significantly from pre- to post-test completion. All other stress measures, with the exception of time management, also increased over time; however none of these changes were significant. Teaching efficacy and school connectedness declined over time, while teaching satisfaction increased. These changes were also not significant. Participant feedback suggests that participating in the program was an enjoyable and fulfilling experience due to discovering shared experiences with other teachers and having a space to process. While significant outcomes were not obtained, the results indicate the potential benefit of providing stress and wellness interventions for teachers.



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