Abstract:

The article examines occupational stress as a phenomenon of biological, psychological, and social origin that causes tension in individuals. Such tension is experienced by many individuals; therefore, the multidisciplinary analysis of this phenomenon is both motivated and understandable. Stress among educators remains a pressing issue that negatively impacts not only educators but also other stakeholders in the educational process.

The study reveals the impact of a forest bathing educational program on reducing professional stress among educators. Triangulation of qualitative and quantitative methods was employed in the study. An interpretative approach to research methodology aimed to gather the opinions of the study participants regarding the potential of this type of program to reduce professional stress among educators, improve their well-being, and enhance their health. The quantitative method aims to assess the effect of forest bathing on reducing occupational stress.

The interviews with participants in the forest bathing program included questions about their stress symptoms, experiences with various sensory activities in different natural environments, and changes in well-being observed after completing the program. Study participants were asked to self-assess their stress levels before and after the program using a scale of 1 to 10 points.

The study's data revealed that the forest bathing program was effective. Before the forest bathing educational program, the study participants rated the level of stress experienced on average 8 points out of 10. After forest bathing, the stress assessment decreased from an average of 8 points to 4 points. The educational forest bathing program can be a valuable tool for strengthening the well-being of educators and reducing stress.

Keywords:

Teacher stress, forest bathing.