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22-04-2021 | ORIGINAL PAPER

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Auteurs: Joana S. de Carvalho, Sofia Oliveira, Magda Sofia Roberto, Carolina Gonçalves, José M. Bárbara, Aline F. de Castro, Rita Pereira, Mariana Franco, Joana Cadima, Teresa Leal, Marina S. Lemos, Alexandra Marques-Pinto

Gepubliceerd in: Mindfulness | Uitgave 7/2021

Abstract

Objectives

Teachers’ stress can affect their occupational health and negatively impact classroom climate and students’ well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers’ social-emotional competencies (SEC), across teachers, classroom climates, and students’ outcomes.

Methods

The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students’ parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students’ parents (913). A mixed data collection strategy was used that included teachers’ and students’ (self-) report, observational ratings of teachers’ classroom behaviors, and parents’ reports on students.

Results

After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers’ classroom behaviors related to students’ engagement. Additionally, significant improvements were also found in EG students’ perceptions of the quality of their teachers’ involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents.

Conclusions

These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers’ burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students.

vorige artikel The Impact of the Early Caregiving Environment on Self-Compassion: the Mediating Effects of Emotion Regulation and Shame

volgende artikel Mindfulness-Based Stress Reduction Interventions for Mood in Older Adults: How Do Qualitative Experiences Inform Clinical Response?

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Titel: Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes
Auteurs: Joana S. de Carvalho
Sofia Oliveira
Magda Sofia Roberto
Carolina Gonçalves
José M. Bárbara
Aline F. de Castro
Rita Pereira
Mariana Franco
Joana Cadima
Teresa Leal
Marina S. Lemos
Alexandra Marques-Pinto
Publicatiedatum: 22-04-2021
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 7/2021
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-021-01635-3

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Abstract

Objectives

Methods

Results

Conclusions

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