Scholarlink

Background and research question <p>The existing literature demonstrates that voice problems and psychosocial burden are common among teachers. In order to improve coping skills with regard to the strains of their profession, a&#xa0;blended learning programme to promote vocal and mental health (LEHGU-<i>Leh</i>rer*innen<i>g</i>es<i>u</i>ndheit—teachers’ health) has been developed and its effectiveness has been evaluated. The programme covers topics such as managing stress, health risks at work, maintaining a&#xa0;healthy voice and the association of voice and mind.</p> Study design and methodology <p>LEHGU was offered in two different versions with 179 participating teachers from all types of schools: (a)&#xa0;blended learning with e‑learning and face-to-face workshops (<i>n</i> = 83); (b)&#xa0;e-learning without face-to-face sessions (<i>n</i> = 96). The effectiveness of LEHGU was analysed using a&#xa0;pre-post comparison and a&#xa0;group comparison of vocal and mental outcomes.</p> Results <p>In the pre-post comparison, both groups showed significant improvements in vocal self-concept, self-efficacy, well-being, burnout symptoms and physical and mental ability to work (d = 0.17–0.76). In the blended learning group, a&#xa0;significant improvement was also observed regarding the restrictions in quality of life caused by voice problems compared to the e‑learning group.</p> Conclusion <p>The results emphasise the importance of health-related and preventative training programmes for teachers. Blended learning formats such as LEHGU can promote a&#xa0;professional approach to dealing with the stresses and strains of the teaching profession and contribute to a&#xa0;long-term healthy practice of the profession.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Gesundheitsförderung im Lehrkraftberuf

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月5日

查看全文
  • Anna Immerz,
  • Nico Hutter,
  • Jakob Leiner,
  • Nora Jander,
  • Anna-Lena Schuppe,
  • Fiona Stritt,
  • Thomas Müller,
  • Corina Paireder,
  • Claudia Spahn,
  • Bernhard Richter

摘要

Background and research question

The existing literature demonstrates that voice problems and psychosocial burden are common among teachers. In order to improve coping skills with regard to the strains of their profession, a blended learning programme to promote vocal and mental health (LEHGU-Lehrer*innengesundheit—teachers’ health) has been developed and its effectiveness has been evaluated. The programme covers topics such as managing stress, health risks at work, maintaining a healthy voice and the association of voice and mind.

Study design and methodology

LEHGU was offered in two different versions with 179 participating teachers from all types of schools: (a) blended learning with e‑learning and face-to-face workshops (n = 83); (b) e-learning without face-to-face sessions (n = 96). The effectiveness of LEHGU was analysed using a pre-post comparison and a group comparison of vocal and mental outcomes.

Results

In the pre-post comparison, both groups showed significant improvements in vocal self-concept, self-efficacy, well-being, burnout symptoms and physical and mental ability to work (d = 0.17–0.76). In the blended learning group, a significant improvement was also observed regarding the restrictions in quality of life caused by voice problems compared to the e‑learning group.

Conclusion

The results emphasise the importance of health-related and preventative training programmes for teachers. Blended learning formats such as LEHGU can promote a professional approach to dealing with the stresses and strains of the teaching profession and contribute to a long-term healthy practice of the profession.