Mindfulness Training Improves Middle School Teachers' Occupational Health, Well-Being, and Interactions with Students in Their Most Stressful Classrooms

Autor/inn/en	Roeser, Robert W.; Mashburn, Andrew J.; Skinner, Ellen A.; Choles, Jaiya R.; Taylor, Cynthia; Rickert, Nicolette P.; Pinela, Cristi; Robbeloth, Jessica; Saxton, Emily; Weiss, Emily; Cullen, Margaret; Sorenson, Jillayne
Titel	Mindfulness Training Improves Middle School Teachers' Occupational Health, Well-Being, and Interactions with Students in Their Most Stressful Classrooms
Quelle	In: Journal of Educational Psychology, 114 (2022) 2, S.408-425 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roeser, Robert W.) ORCID (Rickert, Nicolette P.) ORCID (Saxton, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000675
Schlagwörter	Stress Management; Middle School Teachers; Well Being; Teacher Student Relationship; Interaction; Classroom Environment; Self Concept; Empathy; Outcomes of Treatment; Fatigue (Biology); Depression (Psychology); Classroom Techniques; Teaching Skills + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Selbstkonzept; Empathie; Fatigue; Ermüdung; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher- and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near- and longer-term impacts of the Mindfulness-Based Emotional Balance (MBEB) program with regard to improving middle school teachers' mindfulness, self-compassion, occupational health and well-being, and quality of interactions with students in their self-nominated "most stressful classroom." The sample included 58 sixth through eighth grade teachers randomized to condition (n = 29 MBEB and n = 29 Waitlist Control) who were assessed at baseline, postprogram, and follow-up (4 months later). Results showed that compared with controls, MBEB teachers reported greater occupational self-compassion and less job stress and anxiety at postprogram and follow-up; as well as less emotional exhaustion and depression at follow-up. No observed differences in quality of teachers' interactions with students in their most stressful classrooms (classroom organization or emotional support) were found at postprogram. At follow-up, however, results showed MBEB teachers had better classroom organization than control teachers. Exploratory analyses showed that longer-term impacts of MBEB were moderated by teaching experience and school type, with newer teachers ([less than or equal to]5 years) and teachers in Grades 6-8 schools showing more beneficial personal and classroom outcomes at follow-up compared with more experienced teachers or those working in Grades K-8 schools, respectively. Implications for future research and teacher professional development are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01