Wide array of occupational well-being dimensions (e.g., perceived stress, emotional exhaustion, affect, concentration, sleep, vitality, job satisfaction, self-efficacy) Not Applicable
Conditions
Interventions
This study is part of a larger project set up by four employees working in four different educational support networks to assess the effect of an intervention encompassing daily focused attention medi
Sponsors
Ghent University
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Participants must work as an elementary school teacher in Flanders or Brussels
Exclusion criteria
Exclusion criteria: Does not meet inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| A wide array of well-being measures are used in this project. Each of these measures was administered using self-report questionnaires at baseline, 3 months, and 6 months: 1. Stress is measured using the Perceived Stress Scale 2. Emotional exhaustion and depersonalisation were measured using the Maslach Burnout Inventory 3. Affect was measured using the Positive and Negative Affect Scale 4. Concentration problems were measured by a single question of the PISA questionnaire tapping into its frequency 5. Sleep problems were measured by a single question of the PISA questionnaire tapping into its frequency 6. Musculoskeletal problems were measured by three items of the PISA questionnaire that tapped into the frequency of muscle pain, back pain, and neck pain 7. Vitality was measured using the Subjective Vitality Scale 8. Life satisfaction was measured using the Satisfaction With Life Scale 9. Meaningfulness was measured using the Meaning Of Life Scale | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Basic psychological need satisfaction and frustration measured using the Basic Psychological Need Satisfaction and Frustration Scale at baseline, 3 months, and 6 months. 2. Care competencies measured using the Care Competencies Questionnaire at baseline, 3 months, and 6 months. 3. The frequency of meditation practice measured by a single multiple-choice item tapping into the weekly frequency of meditation since the last survey at 3 months and 6 months. 4. Experiences during meditation measured by a subscale of the Effects of Meditation Scale at 3 months and 6 months. 5. Self-efficacy regarding the meditation measured using the Self-Efficacy for Mindfulness Meditation Scale at 3 months and 6 months. 6. Prior experience with meditation measured by a single multiple-choice item at baseline 7. Experienced support from different people, measured by 6 Likert-scale items at baseline, 3 months, and 6 months. 8. Enthusiasm about teaching measured by 3 items of the LISO questionnaire at baseline, 3 months, and 6 months 9. Job satisfaction measured by 2 items of the LISO questionnaire at baseline, 3 months, and 6 months 10. Teaching self-efficacy measured by 3 items of the LISO questionnaire at baseline, 3 months, and 6 months 11. Relationships with colleagues and principal, measured by the Social Function in Relationships and Feeling of Trust subscales of the PISA questionnaire at baseline, 3 months, and 6 months 12. Mental health issues prior to the project measured using multiple-choice items tapping into: the presence of any formal diagnoses, the instance that made the diagnosis, and the amount of time the participant was on sick leave due to that diagnosis, administered at 3 months 13. Turnover intentions measured using one item tapping into the frequency during the current school year, measured at 6 months 14. Work ability, measured using one item tapping into the participant's perceived ability to continue teaching until retirement, administered at 6 months 15. Perce | — |
Countries
Belgium
Contacts
Public ContactJustine;Katia Van de Velde;Levecque
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Outcome results
None listed