• Daniela Veronica NecÅŸoi Transilvania University of BraÅŸov, Romania


eacher stress management, interventions effectiveness,


The aim of the article is to give a theoretical and practical overview of
occupational teacher stress interventions or programs, their objectives,
applicability, and their effectiveness. The paper demonstrates that the lack of
empirical evidence on the effectiveness of interventions for teacher stress
management is caused by a limited number of studies and especially by the
considerable heterogeneity of the existing ones, which makes it difficult to
compare various empirical results. There is a need for better conceptualization
and theoretical reflection on stress management interventions, the type of effects
that could be expected under which conditions and for what length of time.


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