The stress facing the educational leadership as school principals are required to deal with administrative management, supervision of staff, academic performance and institutional development. There are specific issues that may affect female principals in addition to the other factors listed above: Interpersonal demands, competing professional demands, and work–life balance. Problem-Focused Coping Strategies (PFCS) may be a way to cope with stress by identifying the sources of stress, planning and problem solving, prioritizing and making positive decisions. The present study investigated the correlation between PFCS and Stress Management (SM) of female school principals. The method of quantitative research was employed and data was gathered from 74 principals (females). Analysis of the correlation showed a weak negative correlation between PFCS and SM (r = -.117). The regression model accounted for about 1.4% of the variability in SM (R2 = .014). The overall regression model was not significant (F (1,72) = 1.005, p = .319). The regression coefficient for PFCS was also negative and not significantly different from 0 (B = -.254, β = -.117, p = .319). The results of this study suggest that there was no statistically significant predictive relationship found between the female principals who participated in the study and PFCS and SM. The results do not show that problem-focused coping is not effective, however; it does imply that it may be insufficient to account for variations in stress management in this sample. The results indicate that there is a need to explore further individual and organizational factors, such as workload, institutional support, leadership experience, resources, and work–life balance. More research is needed using larger samples, measuring instruments that have been established and validated, and using longitudinal or intervention designs to investigate the role of problem-focused coping in stress management. Other professional development programs that could be beneficial for educational authorities include those related to problem solving, time management, delegation, and conflict resolution. The research brings insights from the sphere of stress amongst female educational leaders to the discussion and provides some insights for future research directions.
Background: Psychological stress is a common issue among faculty members due to increasing academic, administrative, and professional responsibilities. Prolonged stress negatively affect mental well-being, job satisfaction, and work performance. Therefore, assessing the level of psychological stress among faculty members is essential for identifying the need for stress-management strategies. This study aimed to evaluate the level of psychological stress among faculty members of colleges and universities. Methods: A cross-sectional survey was conducted among 101 faculty members from colleges and universities. Participants were recruited using a convenience sampling technique. Data were collected through structured online questionnaire consisting of demographic information and the Perceived Stress Scale (PSS). Descriptive statistics, including frequencies and percentages, were used for data analysis. Results: A total of 101 faculty members participated in the study. The majority of participants were above 30 years of age (46%), female (64%), worked 40-50 hours per week (41%), and possessed a master's degree (68%). Assessment of stress levels using the perceived stress scale revealed 91% of participants experienced moderate stress, 6% experienced low stress, and 3% experienced high stress. Most respondents reported experiencing stress-related feelings such as being upset unexpectedly, inability to control important things in life, nervousness, and difficulty coping "sometimes," indicating a moderate level of perceived psychological stress. Conclusions: The findings indicate that psychological stress is prevalent among faculty members of colleges and universities, with moderate stress being the most commonly reported level. These results highlight need for effective stress-management interventions and workplace wellness programs to promote psychological well-being among faculty members.
Stress arising from academic, professional and financial demands is common among students and young professionals, and the coping methods within easiest reach, such as listening to music, do not always suffice. This paper presents a survey-driven design for a virtual reality (VR) gadget that combines selectable immersive natural environments, environment-matched sound therapy and heart-rate biofeedback for short relaxation sessions. An online questionnaire completed by 24 respondents, mostly college students, supplies the user requirements. Among those who answer the relevant items, 65.2% report daily stress, 73.9% name academic or job pressure as the main cause, and 47.8% state that a busy schedule prevents regular yoga or meditation. Music is the most common coping method (63.6%). Asked about a 10–15 minute VR relaxation session described as free of side effects, 83.3% answer “yes, definitely” and 8.3% answer “maybe” if the price is under Rs. 5000. The findings yield design requirements, a system architecture, a session workflow and a protocol for comparing the gadget with guided breathing, meditation and relaxing music. That comparison is planned, not yet carried out: the prototype has not been tested with users, and the paper makes no claim of clinical effectiveness.
ABSTRACT Disasters caused by the eruption of Mount Semeru not only cause physical damage but also affect the mental condition of the victims, especially teenagers as one of the vulnerable groups who are going through psychosocial development in their lives. Teenagers after a disaster can experience anxiety, stress, depression, and even PTSD. This community service aims to improve stress management skills, rebuild a sense of safety, and enhance social connections within the community. This community service applied a psychosocial intervention method to improve knowledge, stress management skills, and peer support using growth focus resilience questionsare. From the analysis of measurement results from 19 respondents who underwent psychosocial interventions, there was a tendency for their psychological conditions to improve. This is evidenced by the average score increasing from 66.11 to 75.00 out of a maximum score of 80, indicating the potential of REM-JIWA in enhancing the adaptive ability and psychological resilience of post-disaster adolescents. Psychosocial interventions can reduce stress levels in teenagers and improve their knowledge of stress management and resilience in adolescents. Keywords: Semeru Eruption, Psychosocial Intervention, Semeru Eruption, Post- Disaste, Adolescents.
Final-year engineering students frequently face severe psychological stress driven by demanding capstone projects and rigorous accreditation standards. This research proposes a novel decision-support framework to objectively evaluate, categorize, and systematically manage academic stress among engineering undergraduates. By integrating automated non-parametric machine learning with a multi-criteria network decision model, the research bridges diagnostic psychological profiling and strategic institutional intervention. Data were gathered from six hundred eleven final-year students across four engineering departments using a validated psychometric questionnaire. The automated classification engine utilizes a nearest-neighbor algorithm based on spatial Euclidean proximity to categorize individual distress severity into depression, anxiety, and stress levels without relying on rigid parametric assumptions. Subsequently, a strategic situational assessment and a multi-perspective personal performance framework were established to translate abstract psychological findings into measurable indicators. Clinical experts and academic domain specialists evaluated these indicators using an analytical network process, incorporating complex interdependencies and feedback loops to compute steady-state priority weights. Empirical results revealed that over ninety percent of respondents experienced at least moderate psychological distress. Crucially, the mathematical prioritization demonstrated that the financial perspective holds the paramount priority weight, followed by internal cognitive resilience, continuous knowledge acquisition, and external social relationships. This proves that financial stability serves as a foundational prerequisite for academic recovery and intellectual execution. The primary contribution of this research lies in converting static psychometric evaluations into a dynamic, clinically validated decision-support tool. Higher education institutions and academic counselors can implement this prioritized framework to allocate institutional resources effectively, design targeted financial relief initiatives, and optimize student well-being alongside academic excellence.
This study examined the impact of work-life balance on teacher performance and student outcomes among private school teachers in Surat City. The main aim was to understand how teachers manage their professional and personal life and how this balance affects their teaching effectiveness. A descriptive research design was used and primary data was collected from 300 teachers through a structured questionnaire. The study included demographic analysis, multiple choice questions and Likert scale statements. The findings showed that most teachers experienced moderate levels of work-life balance due to workload and time pressure. Many teachers reported taking work home, which affected their personal life. Statistical analysis revealed that work-life balance had a strong positive relationship with teacher performance (r = 0.62) and student outcomes (r = 0.58). The regression results further confirmed that better balance improved teaching effectiveness. Normality and reliability tests confirmed that the data was suitable and consistent for analysis. The study concluded that work-life balance plays an important role in improving teacher productivity and student learning. Teachers who maintained a healthy balance were more focused, motivated and effective in the classroom. The study also highlighted the need for supportive school policies and stress management practices. Overall, improving work-life balance can lead to better educational outcomes and a more positive teaching environment.
این پژوهش به بررسی تأثیر تعادل کار و زندگی بر عملکرد معلمان و نتایج دانشآموزان در میان معلمان مدارس غیرانتفاعی شهر سورت پرداخته است. هدف اصلی، درک نحوه مدیریت زندگی حرفهای و شخصی توسط معلمان و تأثیر این تعادل بر اثربخشی تدریس آنها بود. طرح پژوهش توصیفی به کار گرفته شد و دادههای اولیه از ۳۰۰ معلم از طریق پرسشنامه ساختاریافته جمعآوری گردید. پژوهش شامل تحلیلهای جمعیتشناختی، سؤالات چندگزینهای و عبارات مقیاس لیکرت بود. یافتهها نشان داد که اکثر معلمان به دلیل حجم کار و فشار زمانی، سطوح متوسطی از تعادل کار و زندگی را تجربه میکنند. بسیاری از معلمان گزارش کردند که کار را به خانه میبرند که این امر بر زندگی شخصی آنها تأثیر گذاشته است. تحلیل آماری نشان داد که تعادل کار و زندگی با عملکرد معلمان (r = 0.62) و نتایج دانشآموزان (r = 0.58) رابطه مثبت قوی دارد. نتایج رگرسیون نیز تأیید کرد که تعادل بهتر، اثربخشی تدریس را افزایش میدهد. آزمونهای نرمالیتی و پایایی نشان داد که دادهها برای تحلیل مناسب و سازگار هستند. پژوهش نتیجهگیری کرد که تعادل کار و زندگی نقش مهمی در بهبود بهرهوری معلمان و یادگیری دانشآموزان ایفا میکند. معلمانی که تعادل سالمی را حفظ میکنند، در کلاس درس متمرکزتر، باانگیزهتر و اثربخشتر هستند. این پژوهش همچنین بر ضرورت سیاستهای حمایتی مدرسه و شیوههای مدیریت استرس تأکید کرد. به طور کلی، بهبود تعادل کار و زندگی میتواند به نتایج آموزشی بهتر و محیط تدریس مثبتتر منجر شود.
Aim. Compassionate care is vital for quality healthcare. Empathy and compassion are key skills for nurses, but they are often hindered by stress, time pressures and excessive workload. Compassion fatigue can lead to burnout and lower-quality care. This review sought to identify effective interventions for enhancing compassionate nursing care, supporting nurses’ job satisfaction, and reducing the risk of burnout. Material and methods. We conducted a narrative review of international literature (2014-2023) from MEDLINE and CINAHL Ultimate, with the focus on empathy, compassion, burnout, and nursing interventions. After screening titles, abstracts, and full texts, a total of 44 relevant articles were included. Due to heterogeneity, findings were synthesized narratively. Results. Mindfulness, cognitive-behavioral therapy and reflective practices effectively reduce stress among nurses. Supportive leadership, positive work environments and the use of digital tools further enhance stress management. Integrating empathy and emotional regulation into nursing education strengthens resilience and improves job satisfaction. Conclusions. While empathy and compassion are central to nursing, they may also contribute to burnout and compassion fatigue. Empowering nurses through education, self-care, and emotional regulation supported by healthy workplaces and teamwork reduces burnout, enhances job satisfaction, and improves patient care. Ongoing research is essential in order to sustain resilience and compassionate healthcare worldwide.
هدف: مراقبت شفقتآمیز برای کیفیت مراقبتهای بهداشتی حیاتی است. همدلی و شفقت مهارتهای کلیدی برای پرستاران هستند، اما اغلب به دلیل استرس، فشار زمانی و بار کاری بیش از حد مختل میشوند. خستگی شفقت میتواند منجر به فرسودگی شغلی و کاهش کیفیت مراقبت شود. این مرور با هدف شناسایی مداخلات مؤثر برای ارتقای مراقبت شفقتآمیز پرستاری، حمایت از رضایت شغلی پرستاران و کاهش خطر فرسودگی شغلی انجام شد. مواد و روشها: مرور روایتی ادبیات بینالمللی (۲۰۱۴ تا ۲۰۲۳) از پایگاههای MEDLINE و CINAHL Ultimate با تمرکز بر همدلی، شفقت، فرسودگی شغلی و مداخلات پرستاری انجام شد. پس از غربالگری عناوین، چکیدهها و متون کامل، در مجموع ۴۴ مقاله مرتبط وارد مطالعه شدند. به دلیل ناهمگونی، یافتهها به صورت روایتی سنتز شدند. نتایج: ذهنآگاهی، درمان شناختیرفتاری و تمرینات تأملی به طور مؤثری استرس را در میان پرستاران کاهش میدهند. رهبری حمایتی، محیطهای کاری مثبت و استفاده از ابزارهای دیجیتال مدیریت استرس را بیشتر تقویت میکنند. ادغام همدلی و تنظیم هیجانی در آموزش پرستاری، تابآوری را تقویت و رضایت شغلی را بهبود میبخشد. نتیجهگیری: اگرچه همدلی و شفقت در پرستاری نقش محوری دارند، اما ممکن است به فرسودگی شغلی و خستگی شفقت نیز منجر شوند. توانمندسازی پرستاران از طریق آموزش، خودمراقبتی و تنظیم هیجانی با حمایت محیطهای کاری سالم و کار تیمی، فرسودگی شغلی را کاهش داده، رضایت شغلی را افزایش میدهد و مراقبت از بیمار را بهبود میبخشد. پژوهشهای مستمر برای حفظ تابآوری و مراقبت شفقتآمیز در سراسر جهان ضروری است.
This study examined the impact of work-life balance on teacher performance and student outcomes among private school teachers in Surat City. The main aim was to understand how teachers manage their professional and personal life and how this balance affects their teaching effectiveness. A descriptive research design was used and primary data was collected from 300 teachers through a structured questionnaire. The study included demographic analysis, multiple choice questions and Likert scale statements. The findings showed that most teachers experienced moderate levels of work-life balance due to workload and time pressure. Many teachers reported taking work home, which affected their personal life. Statistical analysis revealed that work-life balance had a strong positive relationship with teacher performance (r = 0.62) and student outcomes (r = 0.58). The regression results further confirmed that better balance improved teaching effectiveness. Normality and reliability tests confirmed that the data was suitable and consistent for analysis. The study concluded that work-life balance plays an important role in improving teacher productivity and student learning. Teachers who maintained a healthy balance were more focused, motivated and effective in the classroom. The study also highlighted the need for supportive school policies and stress management practices. Overall, improving work-life balance can lead to better educational outcomes and a more positive teaching environment.
این پژوهش به بررسی تأثیر تعادل کار و زندگی بر عملکرد معلمان و نتایج دانشآموزان در میان معلمان مدارس غیرانتفاعی شهر سورت پرداخته است. هدف اصلی، درک نحوه مدیریت زندگی حرفهای و شخصی توسط معلمان و تأثیر این تعادل بر اثربخشی تدریس آنها بود. طرح پژوهش توصیفی به کار گرفته شد و دادههای اولیه از ۳۰۰ معلم از طریق پرسشنامه ساختاریافته جمعآوری گردید. پژوهش شامل تحلیلهای جمعیتشناختی، سؤالات چندگزینهای و عبارات مقیاس لیکرت بود. یافتهها نشان داد که اکثر معلمان به دلیل حجم کار و فشار زمانی، سطوح متوسطی از تعادل کار و زندگی را تجربه میکنند. بسیاری از معلمان گزارش کردند که کار را به خانه میبرند که این امر بر زندگی شخصی آنها تأثیر گذاشته است. تحلیل آماری نشان داد که تعادل کار و زندگی با عملکرد معلمان (r = 0.62) و نتایج دانشآموزان (r = 0.58) رابطه مثبت قوی دارد. نتایج رگرسیون نیز تأیید کرد که تعادل بهتر، اثربخشی تدریس را افزایش میدهد. آزمونهای نرمالیتی و پایایی نشان داد که دادهها برای تحلیل مناسب و سازگار هستند. پژوهش نتیجهگیری کرد که تعادل کار و زندگی نقش مهمی در بهبود بهرهوری معلمان و یادگیری دانشآموزان ایفا میکند. معلمانی که تعادل سالمی را حفظ میکنند، در کلاس درس متمرکزتر، باانگیزهتر و اثربخشتر هستند. این پژوهش همچنین بر ضرورت سیاستهای حمایتی مدرسه و شیوههای مدیریت استرس تأکید کرد. به طور کلی، بهبود تعادل کار و زندگی میتواند به نتایج آموزشی بهتر و محیط تدریس مثبتتر منجر شود.
