Effects of an attention management training on teachers' attention, well-being and work performance

Abstract

Teaching is a highly stressful occupation that requires considerable cognitive resources. It is therefore important to devise interventions that not only equip teachers with greater cognitive resources, but which also reduce stress and promote well-being. In this study, we aimed to develop a structured attention training that emphasizes generalizability of attention control techniques to everyday work for a stressed and overworked population. We investigated the effectiveness of the training on attention and well-being outcomes among teachers. Sixty-three teachers participated in a quasi-experimental waitlist-control trial, with outcomes measured using experience sampling methods over a 15-day period as well as questionnaires before and after the training. Contrary to hypothesis, multilevel modelling analysis revealed no significant improvement in teachers’ level of attention, stress, buoyancy or work performance after receiving the training. Evidence indicated significant reduction in level of stress regardless of the training. This study contributes to the literature by developing an attention training with high everyday generalizability and good acceptability among participants. Findings and implications of the study were discussed with reference to several methodological limitations.