124 Chapter 7 effective stress management in the classroom (Almog & Shechtman, 2007; Holzberger et al., 2014; McCarthy & Lineback, 2015; Zee & Koomen, 2016). Given these findings, it is reasonable to suggest that teacher self-efficacy plays a vital role in fostering a positive classroom climate. Teacher self-efficacy is defined as teachers’ confidence in their capability to positively influence pupil learning outcomes (Tschannen-Moran & Woolfolk Hoy, 2001). When teachers radiate confidence in the way they guide and approach a group and individual pupils it can provide pupils with a sense of clarity and security, fostering a safe and calm classroom environment. The qualitative study further emphasizes the interconnectedness between personal and professional skills and their impact on classroom climate quality, echoing the findings of the quantitative analyses. Overall, it provides a comprehensive understanding of the mechanisms underlying the effectiveness of MBSR training, substantially validating the theory’s proposed cascade of effects, except for the pupil-teacher relationship. These findings are generally in line with the qualitative research analyses within the mixedmethods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety, and depression in elementary and secondary school teachers by Todd et al. (2019). MBSR in a broader context of stress reduction approaches for teachers Given the limited research specifically focusing on stress reduction among elementary school teachers, it becomes important to explore this topic from a broader research perspective. Understanding the existing knowledge on various stress reduction approaches in general and specifically for teachers, is crucial in assessing the relevance of MBSR within this context. While some studies and meta-analyses explore stress reduction methods in broader populations, dedicated research addressing the unique stressors faced by elementary school teachers is lacking. There is limited knowledge regarding optimal interventions to address stress among teachers. Agyapong et al. (2023) performed a scoping review of recent literature from the past five years (2018-2022) to identify different psychological interventions aimed at addressing stress and burnout among teachers. They identified sixteen types of interventions, with 32 out of 40 studies focusing on stress. The interventions most frequently examined were Mindfulness-Based Interventions (MBIs), often combined with yoga or Cognitive Behavioral Therapy (CBT). These were followed by Rational Emotive Behavioral Therapy (REBT) and Rational Emotive Occupational Health Coaching (REOHC). REBT and REOHC, foundational components of CBT, target irrational beliefs to transform them into rational beliefs, fostering adaptive behaviors and emotions (David et al., 2018). MBIs resulted in reduced Teacher Stress Inventory scores. REBT and REOHC, mainly applied to special education teachers in Africa, were effective in alleviating both subjective feelings and physiological symptoms of job stress. Other successful interventions included Inquiry-Based Stress Reduction, the Stress Management and Resiliency
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