“I never thought it would be that bad” – Increasing teachers’ awareness of psychological well-being through recovery-stress monitoring and individualised feedback

BACKGROUND: The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being. OBJECTIVE: This exploratory study followed two-stage aimed at: a) collecting data about the potential effects holidays on teachers, b) utilizing these findings tangible feedback teachers. METHODS: Thirty-seven German completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic regarding were gathered using Recovery-Stress Questionnaire Work. Interested received individual sessions. RESULTS: results, inter alia, indicated significant time dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) Recovery (F(3.7,67.7) 4.33, 0.004). Significant positive identified Summer, but not Easter break. In sessions, group-based connected with recovery-stress values. Notable scores highlighted matrix. CONCLUSIONS: demonstrates an monitoring providing group personalised raise teachers’ awareness sensitivity psychological health status relation their environment.