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

Kitty Ka Yee Tsang, Kathy Kar-Man Shum, Winnie Wai Lan Chan, Shirley X Li, Hong Wang Kwan, Michael R Su, Bernard Pak Ho Wong, Shui-Fong Lam, Kitty Ka Yee Tsang, Kathy Kar-Man Shum, Winnie Wai Lan Chan, Shirley X Li, Hong Wang Kwan, Michael R Su, Bernard Pak Ho Wong, Shui-Fong Lam

Abstract

Objectives: Research in recent years has shown that mindfulness-based interventions can enhance teachers' mental and physical health. However, the existing studies were predominantly conducted in Western, educated, industrialized, rich, and democratic (WEIRD) societies. As a randomized controlled trial in a non-WEIRD society, the present study examined the effectiveness and mechanisms of mindfulness training for Hong Kong teachers in difficult times.

Methods: Teachers from primary and secondary schools (n = 186) were randomly assigned to mindfulness training (eight-week .b Foundations) or waitlist control condition. They completed online self-report surveys on measures of well-being, emotion management, and mindfulness in teaching at baseline, post-intervention, and two-month follow-up.

Results: The intervention group reported significantly higher levels of life satisfaction, positive affect, general health, along with significantly lower levels of insomnia, stress, and negative affect than the control group at post-test and two-month follow-up. The effect sizes were medium to large (η p 2 = 0.06 to 0.14). More importantly, teachers' baseline well-being had a significant moderating effect on the intervention effectiveness. Those with a lower baseline in well-being benefitted more than their counterparts with a higher baseline. In addition, teachers' emotion management was found to be the mediator through which mindfulness training enhanced teachers' well-being. Such improvement in well-being also predicted higher levels of mindfulness in teaching.

Conclusions: This study provides evidence on the efficacy of mindfulness training for teachers beyond WEIRD societies. It suggests the universality and practicality of mindfulness training in enhancing teachers' well-being and reducing their distress in difficult times.

Keywords: Emotion management; Mindful teaching; Mindfulness; Stress; Teacher; Well-being.

Conflict of interest statement

Conflict of InterestThe authors declare no competing interests.

© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.

Figures

Fig. 1
Fig. 1
A CONSORT flow diagram
Fig. 2
Fig. 2
Mediation analysis: The mediated effect of mindfulness training on participants’ wellbeing at 2-month follow-up (T3) through their emotion management at post-intervention (T2). *p < .05, **p < .01, ***p < .001
Fig. 3
Fig. 3
Moderating role of baseline (T1) well-being in the effect of mindfulness training on participants’ well-being at post-intervention (T2; upper panel) and at 2-month follow-up (T3; lower panel). Note. Well-being was operationally defined by the increase in general health, positive affect, and life satisfaction, and the reduction in insomnia, negative affect, and stress
Fig. 4
Fig. 4
Mediation analysis: The mediated effect of mindfulness training on participants’ mindfulness in teaching at 2-month follow-up (T3) through their well-being at post-intervention (T2). *p < .05, **p < .01, ***p < .001

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