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Mindfulness Training Improves Middle School Teachers' Occupational Health, Well-Being, and Interactions with Students in Their Most Stressful Classrooms
- Source :
-
Journal of Educational Psychology . Feb 2022 114(2):408-425. - Publication Year :
- 2022
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Abstract
- Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher- and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near- and longer-term impacts of the Mindfulness-Based Emotional Balance (MBEB) program with regard to improving middle school teachers' mindfulness, self-compassion, occupational health and well-being, and quality of interactions with students in their self-nominated "most stressful classroom." The sample included 58 sixth through eighth grade teachers randomized to condition (n = 29 MBEB and n = 29 Waitlist Control) who were assessed at baseline, postprogram, and follow-up (4 months later). Results showed that compared with controls, MBEB teachers reported greater occupational self-compassion and less job stress and anxiety at postprogram and follow-up; as well as less emotional exhaustion and depression at follow-up. No observed differences in quality of teachers' interactions with students in their most stressful classrooms (classroom organization or emotional support) were found at postprogram. At follow-up, however, results showed MBEB teachers had better classroom organization than control teachers. Exploratory analyses showed that longer-term impacts of MBEB were moderated by teaching experience and school type, with newer teachers ([less than or equal to]5 years) and teachers in Grades 6-8 schools showing more beneficial personal and classroom outcomes at follow-up compared with more experienced teachers or those working in Grades K-8 schools, respectively. Implications for future research and teacher professional development are discussed.
Details
- Language :
- English
- ISSN :
- 0022-0663
- Volume :
- 114
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Journal of Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1325059
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1037/edu0000675