Effectiveness and Mechanisms of Mindfulness Training for School Teachers in Difficult Times: A Randomized Controlled Trial

Tsang, Kitty Ka Yee; Shum, Kenneth W.; Chan, Winnie Wai Lan; Li, Shirley Xin; Su, Michael Ronald; Wong, Bernard P.; Lam, Shui‐fong

doi:10.1007/s12671-021-01750-1

Cited by 15 publications

(6 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The well-being statuses were negatively related with teachers' intentions to leave, a personal outcome for teachers Teaching Practice Seo & Yuh (2021) Researchers observed that teacher stress affected teacher-student interactions, as part of the teaching practices. Further, mindfulness and resilience could mediate such relationships Tsang et al (2021) In this longitudinal study, one important result was that mindfulness training could enhance teacher well-being, which then prompted teachers' mindfulness in teaching Student Outcome Madigan & Kim(2021) The researchers conducted a systematic review on the consequences of teacher well-being (i.e., burnout) on students' academic achievement and motivation Shoshani ( 2021)…”

Section: Discussionmentioning

confidence: 99%

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Zhang

Chen

et al. 2023

Asia-Pacific Edu Res

View full text Add to dashboard Cite

This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review's corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher wellbeing positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices.This review supports the evolution of the teacher well-being literature and poses recommendations for future research.

show abstract

Section: Discussionmentioning

confidence: 99%

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Zhang

Chen

et al. 2023

Asia-Pacific Edu Res

View full text Add to dashboard Cite

show abstract

“…Dahal and Pradhan 2018 [43] Nepal (Asia) Non-RCT This review found 40 articles with sixteen types of interventions for addressing burnout and stress in teachers: (a) 18 studies on mindfulness-based interventions [12,[23][24][25]27,29,[33][34][35][36][37][38][39][40][41] including in combination with yoga [32] or in combination with Cognitive Behavioural Therapy (CBT) [26,42], (b) seven studies reported on CBT only [30,31] or CBT in combination with yoga [22,28], or other derivatives, e.g., Inquiry-Based Stress Reduction (IBSR) [57,60] and Cyclic meditation [43] (c) seven studies used Rational Emotive Behavior Therapy [44][45][46][47][48][49][50], (d) one study on Sports-Based Physical Activity Program [55] (e) Christian prayer and prayer-reflection [52] (f) Group Sandplay [58], (g) stress reduction training (e.g., Stress Management and Resiliency Training Program (SMART) [51], Autogenic Training [59], Progressive Muscle Relaxation with music and aromatherapy [53]), and (h) interventions focusing on building social and emotional competence (e.g., A+ intervention [56], Ability Model of Emotional intelligence…”

Section: Interventions To Reduce Stress and Burnout Among Teachersmentioning

confidence: 99%

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Agyapong

Brett-MacLean

Burback

et al. 2023

IJERPH

View full text Add to dashboard Cite

Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

show abstract

“…Four studies were conducted in the UK,14 24–26 seven studies were from the USA,12 13 15 27–30 four from Hong Kong,11 31–33 four studies from Nigeria 34–37. Others were from Spain,38 Australia,39 Netherlands,40 Japan,41 India,42 Germany43 and Poland 44.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

et al. 2022

View full text Add to dashboard Cite

BackgroundThis systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers.MethodsWe searched the Medline, PsycINFO, CINAHL and Education Research Complete until 30 November 2021, to identify relevant studies using relevant key words. Job or occupational stress was used as the outcome measure. Stress was defined as Perceived Stress Scale, Teacher Stress Inventory, Maslach Burnout Inventory, Teacher’s Distress, Brief Symptoms Inventory or Global Severity Index. Study selection, data extraction, risk of bias assessment was performed by two independent reviewers. The pooled estimate of the effect by the type of outcome measurement tool and by type of interventions used was calculated using random effects meta-analysis. We used Grades of Recommendations, Assessment, Development and Evaluation to assess the overall quality of the evidence.ResultsWe reviewed 26 studies, of which 24 were randomised trials and 2 pre-test/post-test studies. Based on meta-analysis, a positive effect of intervention (pooled estimate −1.13, 95% CI −1.52 to −0.73) with high heterogeneity among studies (χ2=426.88, p<0.001, I2=94%) was found by type of interventions used. Cognitive–behavioural therapy had the strongest positive effect, followed by meditation among the types of interventions studied. We identified evidence of a moderate quality for interventions aiming to manage the stress level of schoolteachers.ConclusionsThe meta-analysis showed a positive effect of interventions, suggesting that interventions might reduce the stress level among teachers. The quality of the evidence was moderate.PROSPERO registration numberCRD42021225098

show abstract

Effectiveness and Mechanisms of Mindfulness Training for School Teachers in Difficult Times: A Randomized Controlled Trial

Cited by 15 publications

References 39 publications

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

Contact Info

Product

Resources

About