Mindfulness Program for Czech Primary School Teachers
Author Information
Author(s): Dvořáková Kamila, García Valladares Laura, Butzer Bethany, Lange Calvin, Greenberg Mark
Primary Institution: Edna Bennett Pierce Prevention Research Center, Pennsylvania State University
Hypothesis
Teachers who participated in the program would show increases in their well-being, self-efficacy, and self-compassion, as well as reduced levels of stress, depression, anxiety, and burnout, compared with teachers who did not participate in the program.
Conclusion
The study suggests that providing teachers with self-compassion and mindfulness practices can lead to beneficial effects on several outcome variables.
Supporting Evidence
- Teachers in the intervention group scored significantly higher in self-efficacy and self-compassion.
- Intervention teachers reported significantly lower depression, anxiety, and emotional exhaustion compared to controls.
- The intervention group maintained their well-being scores across all three time points.
Takeaway
This study shows that teaching mindfulness and self-compassion to teachers can help them feel better and less stressed, which is good for both them and their students.
Methodology
The study involved a quasi-experimental design with 104 primary school teachers from five schools, where two schools received the mindfulness program and three served as controls.
Potential Biases
Potential bias from self-selection into the intervention and confounding variables such as pre-existing differences in school culture.
Limitations
The study was quasi-experimental, which may introduce bias due to non-random assignment of schools to intervention and control groups.
Participant Demographics
The average teacher age was 46.53 years, with 77 female and 8 male participants.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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