Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

14-09-2019 | ORIGINAL PAPER | Uitgave 11/2019

Mindfulness 11/2019

Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-Centered Teaching Practices

Tijdschrift:
Mindfulness > Uitgave 11/2019
Auteurs:
Yoon-Suk Hwang, Jae-Eun Noh, Oleg N. Medvedev, Nirbhay N. Singh
Belangrijke opmerkingen

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Objectives

The present study investigated whether and how an 8-week mindfulness-based program for teachers influences teacher wellbeing and person-centered teaching practices that emphasize the quality of student-teacher relationships.

Methods

In the present mixed-methods design study, we analyzed three data sets from a larger study. Sixty teachers (25 from the experimental group and 35 from the control group) participated in classroom observations that examined teachers’ verbal behavior while interacting with their students. Of these, 48 teachers completed self-report measures. Of these 48 teachers, 10 teachers took part in individual interviews and shared their experience of learning mindfulness and self-compassion.

Results

Findings of a mixed-model ANOVA showed improvements in person-centered teaching practices as demonstrated by reduced teacher talk, increased indirectivity in teaching, and increased student talk immediately and 6 weeks after participating in the mindfulness-based program. Mindfulness scores that changed from pre- to post-intervention, as reported by teachers, showed a moderate positive relationship with teacher indirect talk (i.e., encouraging student behavior, accepting students’ ideas) and a moderate negative relationship with teacher direct talk (i.e., lecturing) observed by researchers 6 weeks following the intervention. Findings of interviews illustrated how learning to be mindful and self-compassionate can function as self-help skills, elucidated interconnectivity between teachers and students, and promoted person-centered teaching practices that are indirect, warm, and empathic.

Conclusions

The findings provide some evidence as to how learning to be mindful and self-compassionate at school can contribute to changes in teacher wellbeing and person-centered teaching practices.

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
Over dit artikel

Andere artikelen Uitgave 11/2019

Mindfulness 11/2019 Naar de uitgave

ORTHOGONAL ROTATION IN CONSCIOUSNESS

You Make, You Have