Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 160
- 主要终点
- Classroom climate
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 21 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Teachers aged 21-65 years;
- •Teachers currently working in a school; and
- •Teachers willing to commit time for the 8-week course.
排除标准
- •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
- •Teachers who are mentally unstable or having active suicidal risk.
研究组 & 干预措施
Mindfulness for Life
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.
干预措施: Mindfulness for Life (Behavioral)
Positive 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.
干预措施: Positive education training (Behavioral)
结局指标
主要结局
Classroom climate
时间窗: 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.
Teaching efficacy
时间窗: 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
时间窗: 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.
次要结局
- Stress(Baseline, 9 weeks, and 3 months post-intervention)
- Anxiety(Baseline, 9 weeks, and 3 months post-intervention)
- Depression(Baseline, 9 weeks, and 3 months post-intervention)
- Burnout(Baseline, 9 weeks, and 3 months post-intervention)
研究者
Jennifer Yee Man Tang
Assistant Professor
Chinese University of Hong Kong