Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes: A Multi-site, Mixed-methods Randomized Controlled Study

Not Applicable

Not yet recruiting

• Conditions: Mental Health; Teaching Skills

• Registration Number: NCT06926361
• Lead Sponsor: Chinese University of Hong Kong

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.

Detailed Description

Not available

Study Timeline

• Study First Submitted: 2025-04-07
• Study First Submitted QC: 2025-04-07
• Study First Posted: 2025-04-13
• Status Verified: 2025-05
• Last Update Submitted: 2025-05-06
• Last Update Posted: 2025-05-09
• Study Start: 2025-05-15
• Primary Completion: 2027-06-30
• Study Completion: 2027-12-31

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 160

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.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
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 Outcome Measures

Name	Time	Method
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.