Accepted for/Published in: JMIR Mental Health
Date Submitted: Jul 9, 2019
Open Peer Review Period: Jul 10, 2019 - Sep 2, 2019
Date Accepted: Sep 10, 2019
(closed for review but you can still tweet)
How contextual constraints shape mid-career high school teachers’ stress management and use of digital support tools: A qualitative study.
Persistent psychosocial stress is endemic in the modern workplace, including amongst mid-career high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers’ self-management of stress along with their use of digital health technologies could give important insight into creating more usable and accessible stress support interventions.
The aim of the study was to investigate constraints on stress management and prevention among teachers in the school environment and how this shapes use of digitally enabled stress management tools.
Semi-structured interviews were conducted with 14 teachers from southern England. Interviews were analysed using thematic analysis.
Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects of the workplace context which influence their ability to manage stress. Twelve of the participants engaged with technology to self-manage their physical or psychological wellbeing, with consumer wearables used by more than half, but online or smartphone apps were rarely accessed in school. Digital wellbeing interventions recommended by school leaders could potentially be trusted and adopted.
Findings from this study bring together both important cultural and physical contextual constraints for mid-career high school teachers’ ability to manage workplace stress. It highlights correlates of stress and offers original insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step towards designing tailored digital stress support for teachers.
Request queued. Please wait while the file is being generated. It may take some time.
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.