Mental Health, Teaching Skills
Conditions
Keywords
Mindfulness, Teachers, School, Professional development
Brief summary
This study aims to evaluate the effectiveness of MBCT-L among Chinese teachers on their mental well-being and teaching outcomes and explore the mechanisms of how mindfulness practice brings these benefits. The study is a multi-site, mixed-methods randomized controlled trial including 160 teachers.
Interventions
BEHAVIORALMindfulness for Life
Behavioral: Mindfulness for Life (MBCT-L) MBCT-L is an 8-week program consisting of mindfulness practices and cognitive-behavioral techniques with 8 sessions (2 hours and 15 minutes per session) and one-day retreat that can provide participants with an extended period to deepen their personal mindfulness practices.
BEHAVIORALPositive education training
Positive Education program is an 8-week course consisting of theories and activities of positive psychology to enhance teachers' skills to support students' learning and wellbeing using a strength-based approach.
Sponsors
Chinese University of Hong Kong
The University of Hong Kong
University of Macau
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
21 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
1. Teachers aged 21-65 years; 2. Teachers currently working in a school; and 3. Teachers willing to commit time for the 8-week course.
Exclusion criteria
1. Teachers previously joined a related group mindfulness-based intervention, such as mindfulness-based cognitive therapy (MBCT), mindfulness-based stress reduction (MBSR), Mindfulness - Finding Peace in a Frantic World (FPFW); or 2. Teachers who are mentally unstable or having active suicidal risk.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teaching efficacy | Baseline, 9 weeks, and 3 months post-intervention | The Teachers' Sense of Efficacy Scale-Short Form (TSES-SF). Participants will rate their responses on a 9-point Likert scale ranging from 1 (nothing) to 9 (a great deal). A higher total score indicates a higher sense of teaching efficacy of teachers. |
| Teaching practices | Baseline, 9 weeks, and 3 months post-intervention | The Classroom Strategies Scale-Teacher Form (CSS-T). Participants will rate their frequency of using a specific strategy in two domains on a 7-point Likert scale from 1 (never used) to 7 (always used). Higher scores indicate teachers use specific strategies more frequently. |
| Classroom climate | Baseline, 9 weeks, and 3 months post-intervention | Three subscales of Delaware School Climate Scale-Teacher/Staff (DSCS-T/S): Student-Student Relations, Student Engagement, and Clarity of Expectations. It uses a 4-point Likert scale from 1 (disagree a lot) to 4 (agree a lot). A higher total score indicates a better classroom climate. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Stress | Baseline, 9 weeks, and 3 months post-intervention | The Perceived Stress Scale. Participates rate their stress on a 5-point Likert scale ranging from 0 (never) to 4 (very often). A higher total score indicates higher stress levels. |
| Anxiety | Baseline, 9 weeks, and 3 months post-intervention | Generalized Anxiety Disorder Assessment (GAD-7). The items are rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (nearly every day) over the past two weeks. A higher total score indicates a higher level of anxiety. |
| Depression | Baseline, 9 weeks, and 3 months post-intervention | The Patient Health Questionnaire-9 (PHQ-9). The items are rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (nearly every day) over the past two weeks. A higher total score indicates higher depressive symptoms. |
| Burnout | Baseline, 9 weeks, and 3 months post-intervention | Maslach Burnout Inventory - Educators Survey (MBI-ES). Participants report scores on a 7-point Likert scale ranging from 0 (never) to 6 (every day). A higher total score indicates a higher level of burnout. |
Countries
Hong Kong
Contacts
CONTACTJennifer Tang, PhD
Outcome results
None listed