This is a study examining teaching competency in teachers allocated to different training programmes Mental and Behavioural Disorders
Conditions
Interventions
Experimental design with schools (clusters of teachers) randomly allocated to one of four teacher training routes of increasing intensity/duration.
Schools will be randomised to one of four training
Sponsors
University of Oxford (UK)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: School inclusion criteria: 1. English mainstream secondary school 2. School willing to release teachers for training 3. School willing to timetable teachers to deliver the course 4. School willing to offer space for instructor-led frantic world course if randomised Teacher inclusion criteria: 1. Participant is willing and able to give informed consent for participation in the study 2. Currently teaching in a mainstream secondary school in England 3. Teacher has QTS or at least 5 years teaching experience
Exclusion criteria
Exclusion criteria: School exclusion criteria: 1. School currently in special measures 2. School does not currently have a substantive head teacher 3. School has delivered .b curriculum to pupils age 11-16 as part of their general curriculum in last 12 months (i.e. not only to specific groups of children based on need) 4. If at the point of randomisation the school has too few participant teachers and is too geographically remote from other participating schools to make delivery of face-to-face frantic world teaching possible Teacher exclusion criteria: 1. Teacher does not have QTS or at least 5 years teaching experience 2. Teacher is planning to leave teaching profession within the next 12-18 months 3. Teacher is on a temporary contract which does not extend to duration of study and where renewal is uncertain 4. Teacher will be unable to deliver the MT curriculum to pupils within the timeframe of the study 5. Teacher has already received .b syllabus delivery training or formal training in the delivery of another mindfulness-based intervention 6. Teacher has completed a mindfulness-based intervention in the past 12 months
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Perceived stress is measured using the Perceived Stress Scale at baseline, immediately pre-training phase 1, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up) 2. Wellbeing is measured using the Warwick Edinburgh Mental Wellbeing Scale at baseline, immediately pre-training phase 1, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up) 3. Teaching competency is assessed by the Mindfulness Based Interventions Teacher Assessment of Competency (MBI-TAC) teacher version at the end of course delivery (12 month follow-up) and accompanied by information on the classroom context in which the training was delivered (to be developed) | — |
Secondary
| Measure | Time frame |
|---|---|
| As of 11/05/2016, the teacher context section of the secondary outcome measures has been updated to the following (all other secondary outcome measures remain the same): 1. Teacher involvement in contemplative practices is measured using the Contemplative Practices (CONTPRAC) at baseline 2. Teachers’ trust in their Headteacher is measured using the Head-teacher Trust Scale (PTRUST) at baseline 4. Teachers’ trust in their colleagues is measured using the Teacher Trust Scale (TTRUST) at baseline 5. Teachers’ perceptions of intervention credibility will be assessed in week 2 of phase 1 personal mindfulness training and post phase 1 personal mindfulness training (approximately 5 month follow-up), using a 5 item measure of intervention credibility modified from: Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2015) 6. Teacher’s adherence to mindfulness training course and experience of the course, including negative experiences, assessed post phase 1 personal mindfulness training (approximately 5 month follow-up) 7. Teacher confidence to deliver .b curriculum is assessed post training phase 2 (approximately 7 month follow-up) using a measure to be developed As of 02/02/2016, the secondary outcome measures have been updated to the following: 1. Depressive Symptoms are measured using the Patient Health Questionnaire (PHQ-9) at baseline, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up) 2. Anxiety is measured using the Generalised Anxiety Disorder (GAD-7) at baseline, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up) 3. Emotion regulation skills are measured using the Emotion Regulation Questionnaire (ERQ) at baseline, post training phase 1 (approximately 5 month follow-up) and post training phase 2 (approximately 7 month follow-up) 4. Distress tolerance is measured using the Distress Tolerance Sc | — |
Countries
England, United Kingdom
Outcome results
None listed