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

Hwang, Yeonsook; Noh, Jae-Eun; Medvedev, Oleg N.; Singh, Nirbhay N.

doi:10.1007/s12671-019-01236-1

Cited by 26 publications

(22 citation statements)

References 39 publications

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“…Findings regarding the effects of the program on a small subsample of teachers’ classroom behaviors are also promising as they indicate an increase, from pretest to posttest, in the behavioral interactions of the teachers and students, which facilitated their engagement in the classroom (a classroom management dimension). This result is in keeping with Jennings and Greenberg’s ( 2009 ) model, and also with the findings of several previous studies (e.g., Flook et al, 2013 ; Hirshberg et al, 2020 ; Hwang et al, 2019b ; Jennings et al, 2017 ). Additionally, the observation results showed a reduction from pretest to posttest in the CG teachers’ interactive behaviors focused on students’ needs, namely a reduction in instructions and task adaptation.…”

Section: Discussionsupporting

confidence: 93%

“…As regards teachers, the results of this study on the program’s short-term effects are in line with findings from prior research (e.g., Hwang et al, 2019b ; Jennings et al, 2017 ), insofar as they point to a decrease in exhaustion and depersonalization and to an increase in mindfulness (observing, describing, acting with awareness, non-judgmental, non-reactive and total mindfulness), self-compassion and emotional regulation competencies (enhancing cognitive appraisal and diminishing the use of suppression), and also to an uplift in well-being and self-efficacy. Likewise, previous studies, namely those analyzed by Klingbeil and Renshaw ( 2018 ), have shown that mindfulness practices are associated with reduced distress, improved well-being, emotional control, mindfulness, self-compassion, and self-efficacy.…”

Section: Discussionsupporting

confidence: 92%

“…Among the most notable effects highlighted by the reviewed studies are reductions in teachers’ stress levels, anxiety, depression, and burnout symptoms, and improvements in teachers’ SEC, namely adaptive emotional regulation, mindfulness, self-compassion, professional self-efficacy, and psychological well-being. More recent studies corroborate these findings (e.g., Hwang et al, 2019b ). Additionally, teacher mindfulness-based interventions appear to have a positive impact on teachers’ perceived skills to cope with students and to manage the classroom effectively (e.g., Rupprecht et al, 2018 ).…”

supporting

confidence: 64%

“…Additionally, teacher mindfulness-based interventions appear to have a positive impact on teachers’ perceived skills to cope with students and to manage the classroom effectively (e.g., Rupprecht et al, 2018 ). Other studies have also observed significant improvements in effective teaching practices, such as instructional support, emotional support, and classroom organization (e.g., Flook et al, 2013 ; Hirshberg et al, 2020 ; Hwang et al, 2019b ; Jennings et al, 2017 ). Furthermore, some studies have extended the scope of inquiry to the effects of mindfulness-based interventions for teachers on students’ variables.…”

mentioning

confidence: 96%

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

et al. 2021

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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. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-021-01635-3.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 92%

supporting

confidence: 64%

mentioning

confidence: 96%

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

et al. 2021

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“…Firstly, the initial training sessions for teachers might have a certain positive effect on their wellbeing [22], mainly through improvements in their capacity for emotion regulation and a reduction of stress [23]. This may positively affect the way they deal with their pupils and manage classroom relationships [24][25][26], and may provide a suitable model of behavior for their pupils. Training teachers in mindfulness may therefore have a positive impact on student behavior, and may have had a positive impact on the effect of the intervention program in this study.…”

Section: Discussionmentioning

confidence: 99%

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Suárez-García

Álvarez-García

García‐Redondo

et al. 2020

IJERPH

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The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects.

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Examining individual and contextual factors that contribute to early childhood teachers' well‐being

Stone,

Rancher,

Davies

et al. 2023

Psychology in the Schools

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Promoting teachers' well‐being through interventions within childcare environments has been associated with children's social‐emotional development, teacher behaviors, and job‐related factors. The current study aimed to examine whether individual and contextual factors differentially impacted well‐being outcomes among teachers who participated in a well‐being program. Participants included 505 teachers who were enrolled in the program and completed pre‐ and post‐intervention questionnaires on well‐being outcomes (i.e., health motivation, physical activity, job stress, and resilience). Multilevel modeling estimated whether organizational, individual, and intervention‐related characteristics were associated with program outcomes. Exploratory analyses examined the interactive effect of Teacher race and teacher–coach racial match over time. Results from the three‐level model showed a significant change in study outcomes over time. Additionally, teacher race was associated with health motivation and resilience, such that Black, Indigenous, and people of color (BIPOC) teachers reported greater improvements over time, compared to White teachers. Exploratory analyses showed a significant three‐way interaction, which indicated that White teachers who were paired with a Black coach were associated with improvements in health motivation over time. Importantly, baseline differences in health motivation and resilience among BIPOC and White teachers may explain the variance in the significant effects. Findings from the present study have important implications for practitioners disseminating teacher well‐being interventions in schools.

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

Cited by 26 publications

References 39 publications

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

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

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Examining individual and contextual factors that contribute to early childhood teachers' well‐being

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