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Completed

NCT Number: NCT05574764

ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff

This study looks at school employees' mental health, well-being, and effectiveness before and after completing a professional development workshop. The participants' schools are offering the Cultivating Awareness and Resilience in Education (CARE) professional development workshop to all teachers, staff, and administrators. CARE will be presented in three in-person training sessions over two to three months during the school year.

People who participate in CARE are asked to answer questions about their demographic information, mental health, well-being, and effectiveness before the workshop and two times after completing the workshop. This consent form provides the necessary information for people interested in answering these questions to make an informed decision. This consent form is not for the professional development workshop. Taking part in the workshop and questionnaires is optional.

This study is being conducted because teachers, school staff, and children's mental health has declined since the beginning of the COVID-19 pandemic. The investigators hope to use information collected in this study to tell schools, local public health officials, and state leaders how best to support teachers' mental health and well-being.

There are minimal risks associated with this study. The greatest risk of this study is loss of confidentiality.

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Key information

Conditions

Mental Health Wellness 1 Behavior Behavioral Symptoms Burnout, Professional Burnout, Psychological Occupational Diseases Occupational Stress Self Efficacy Stress, Psychological

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Caldwell County Schools

Lenoir, North Carolina, 28645, United States

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade.
  • Fluent in the English language

Exclusion criteria

  • N/A

Treatment and study plan

Cultivating Awareness and Resilience in Education (CARE)

Behavioral

CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.

Primary outcomes

  1. Change in the Self-effectiveness of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 1 to 9, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.

  2. Change in Efficacy in Student Engagement of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Student engagement scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.

  3. Change in Efficacy in Instructional Strategies of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Instructional strategies scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.

  4. Change in Efficacy in Classroom Management of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Classroom management scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.

  5. Change in Emotional Exhaustion (EE) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 54. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently.

  6. Change in Depersonalization (DP) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The DP subscale has a minimum score of 0 and maximum score of 30. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently.

  7. Change in Personal Accomplishment (PA) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The PA subscale has a minimum score of 0 and maximum score of 48. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.

  8. Change in Anxiety in Teachers After Completion of the CARE Workshop Using the Generalized Anxiety Disorder 7 (GAD-7) Scale.

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The GAD-7 measures generalized anxiety traits. Scores range from 0 to 21, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.

  9. Change in Depression After Completion of the CARE Workshop Using the Patient Health Questionnaire 8 (PHQ-8) Scale

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The PHQ-8 scale is used to provide a brief report on depression symptoms. Scores range from 0 to 24, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.

  10. Change in Stress After Completion of the CARE Workshop Using the Perceived Stress Scale (PSS) Scale

    Time frame: Prior to intervention (baseline), 1 week post intervention, 2 months post intervention

    The PSS scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 0 and maximum score of 16. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.

Other outcomes

  1. Perceptions of Self-resiliency and Classroom Management After Completing the CARE Workshop Using the Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) Scale

    Time frame: 1 week post intervention, 2 months post intervention

    The CARE PD scale measures the participants' perceived changes in self-resiliency and classroom management after completing CARE. The CARE Professional Development Program scale has a min score of 1 and max score of 5: A score of 4 or 5 indicates an improvement in resiliency skills and classroom management; a score of 3 indicates no change in resiliency skills and classroom management; a score of 1 or 2 indicates a decline in resiliency skills and classroom management.

  2. Perceptions of Students' Behavior and Academic Performance After Completing the CARE Workshop Using the Result of Cultivating Awareness and Resilience in Education (CARE) Scale

    Time frame: 1 week post intervention, 2 months post intervention

    The Result of CARE scale measures participants' perceived changes in students' behavior and academic performance after completing CARE. The Result of CARE scale has a min score of 1 and max score of 5: A score of 4 or 5 indicates an improvement in student behavior and academic performance; a score of 3 indicates no change in student behavior and academic performance; a score of 1 or 2 indicates a decline in student behavior and academic performance.

Sponsors and collaborators

Lead sponsor

Duke University

Other

Collaborators

  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Registry information

Important dates

Study start
2022
Primary completion
2023
Study completion
2023
First posted
Oct 12, 2022
Registry last updated
Nov 12, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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