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

Description

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. 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.

Principal Investigator

Kitty Ka Yee Tsang

Other Collaborators

Kathy Kar-man Shum, Winnie Wai Lan Chan, Shirley X. Li, Hong Wang Kwan, Michael R. Su, Bernard Pak Ho Wong, Shui-fong Lam

Publication Details

Study Information

  • Study Design: RCT,
  • Population Type: Non Clinical,
  • Age Group: Adults (25-65)
  • Control Group: Passive control group
  • Total Sample Size: 186

Intervention Info

  • Intervention Type: Other Standardized MBI
  • Intervention Details: Foundations, a school-based mindfulness training program developed by the Mindfulness in Schools Project (MiSP) tailor-made for adults in a school setting
  • Intervention Length: 8
  • Questionnaires: Cognitive and Affective Mindfulness Scale-Revised scale (CAMS-R), General Health Questionnaire (GHQ-12), Insomnia Severity Index (ISI), pss, Positive and Negative Affect Schedule (PANAS-X), Satisfaction with Life Scale (SWLS), Trait Meta-Mood Scale (TMMS), Mindfulness in Teaching Scale (MTS)