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Gepubliceerd in: Mindfulness 11/2019

14-09-2019 | ORIGINAL PAPER

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

Auteurs: Yoon-Suk Hwang, Jae-Eun Noh, Oleg N. Medvedev, Nirbhay N. Singh

Gepubliceerd in: Mindfulness | Uitgave 11/2019

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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.
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Metagegevens
Titel
Effects of a Mindfulness-Based Program for Teachers on Teacher Wellbeing and Person-Centered Teaching Practices
Auteurs
Yoon-Suk Hwang
Jae-Eun Noh
Oleg N. Medvedev
Nirbhay N. Singh
Publicatiedatum
14-09-2019
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 11/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-019-01236-1