The theoretical research of this paper discusses Cognitive behavior therapy as one of the
possible ways of support for teachers. Although there are many approaches in psychotherapy.
This paper will focus on Cognitive behavior therapy, which is based on the cognitive and
behaviour paradigm and has its origins in learning theories and classical behaviour principles.
This paper will explore the challenges of teachers that contribute to stress and subsequently
reduce the quality of their teaching work and exploring and discussing the specificities of
Cognitive-behavior therapy and, while exploring the chosen approach, will analyse how the
approach can be a one of the ways to support teachers. Firstly, this paper will identify and
discuss the most common problems in teachers, thus affecting their output. It is shown that
teachers suffer from a variety of mental and physical problems due to varying factors.
Numerous studies have shown teaching to be one of the most stressful professions. Following
this, the main specificities of the approach will be explored. Looking at how Cognitive behavior
therapy has developed, what its basic principles are, how it understands the therapeutic
relationship and perceives the human being. Before, understanding the techniques that are
characteristics of the approach. Then the course, planning and goals of Cognitive behavior
therapy are explained.
In the second part, this paper discusses Cognitive behavior therapy as one of the ways to support
teachers. Presenting various cognitive and behavioural techniques that the therapist may
introduces to the teacher during Cognitive behavior therapy. Furthermore, how the practice can
support the teachers more effectively in coping with the most common work-related problems
to come from environmental and situational influences stemming from the classroom, e.g.,
stress, burnout, depression, anxiety, insomnia, negative self-image, poor communication skills
and dysfunctional anger. Based on our research we have found that there are already some
studies confirming the effectiveness of Cognitive behavior therapy in helping teachers to
resolve their problems. Most of the studies found have a relatively small sample size, a low
number of replications of the experimental conditions, research not carried out in Europe and a
lack of research demonstrating the application of Cognitive behavior therapy for teachers as a
stand-alone method.
The theoretical research carried out contributes with its findings to the understanding of
Cognitive behavior psychotherapy, to the understanding of teachers' difficulties arising from
thought patterns that contributes to the change of teachers' emotional, physical and behavioural
responses in the classroom, and how the chosen approach, according to its objectives and
specificities, can support teachers who want to resolve their specific difficulties that arise in
their teaching work. Based on most of the above-mentioned research, we find that Cognitive
behavior therapy contributes to significantly lower levels of stress and anxiety among teachers,
a reduction in dysfunctional beliefs, a greater ability to cope with negative thoughts, increased
optimism and, ultimately, a more functional and holistic functioning of teachers.
Cognitive behavior therapy is emerging as one of the options that can help teachers to work
holistically and deliver quality teaching. Cognitive behavior therapy can help teachers improve
their cognition, emotion, physical responses and behaviour, which will improve teachers'
mental health, which will in turn lead to a better classroom environment and more positive
student behaviour. Improved capacity to manage emotional distress and behaviour may in turn lead to a reduction of teachers’ burnout and in the reduction in number of teachers leaving the profession prematurely.
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