Effectiveness and Mechanisms of Mindfulness Training for School Teachers in Difficult Times: A Randomized Controlled Trial.

Autor: Tsang KKY; Faculty of Social Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Shum KK; Department of Psychology, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Chan WWL; Department of Psychology, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Li SX; Department of Psychology, The University of Hong Kong, Pokfulam Road, Hong Kong, China.; The State Key Laboratory of Brain and Cognitive Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Kwan HW; Faculty of Social Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Su MR; Faculty of Social Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China., Wong BPH; Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong, China., Lam SF; Faculty of Social Sciences, The University of Hong Kong, Pokfulam Road, Hong Kong, China.
Jazyk: angličtina
Zdroj: Mindfulness [Mindfulness (N Y)] 2021; Vol. 12 (11), pp. 2820-2831. Date of Electronic Publication: 2021 Sep 16.
DOI: 10.1007/s12671-021-01750-1
Abstrakt: Objectives: Research in recent years has shown that mindfulness-based interventions can enhance teachers' mental and physical health. However, the existing studies were predominantly conducted in Western, educated, industrialized, rich, and democratic (WEIRD) societies. As a randomized controlled trial in a non-WEIRD society, the present study examined the effectiveness and mechanisms of mindfulness training for Hong Kong teachers in difficult times.
Methods: Teachers from primary and secondary schools ( n  = 186) were randomly assigned to mindfulness training (eight-week .b Foundations) or waitlist control condition. They completed online self-report surveys on measures of well-being, emotion management, and mindfulness in teaching at baseline, post-intervention, and two-month follow-up.
Results: The intervention group reported significantly higher levels of life satisfaction, positive affect, general health, along with significantly lower levels of insomnia, stress, and negative affect than the control group at post-test and two-month follow-up. The effect sizes were medium to large ( η p 2  = 0.06 to 0.14). More importantly, teachers' baseline well-being had a significant moderating effect on the intervention effectiveness. Those with a lower baseline in well-being benefitted more than their counterparts with a higher baseline. In addition, teachers' emotion management was found to be the mediator through which mindfulness training enhanced teachers' well-being. Such improvement in well-being also predicted higher levels of mindfulness in teaching.
Conclusions: This study provides evidence on the efficacy of mindfulness training for teachers beyond WEIRD societies. It suggests the universality and practicality of mindfulness training in enhancing teachers' well-being and reducing their distress in difficult times.
Competing Interests: Conflict of InterestThe authors declare no competing interests.
(© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.)
Databáze: MEDLINE
Externí odkaz: