Effectiveness of a Mindfulness-Based Professional Development Program for Primary School Teachers in the Czech Republic: A Quasi-Experimental Study.
Kamila Dvořáková, Laura García Valladares, Bethany Butzer, Calvin Lange, Mark Greenberg
International Journal of Environmental Research and Public Health December 14, 2024 DOI: 10.3390/ijerph21121669 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental trial with intervention and control groups Peer reviewed |
|---|---|
| Sample size | 104 |
| Population | Primary school teachers in the Czech Republic |
| Intervention | self-compassion and mindfulness-based professional development program |
| Duration | 8-week intervention with follow-up at 5 months |
| Topics | Meditation |
| Keywords | Compassion Primary school teachers Stress management techniques Well-being |
| Citations | 3 |
| Key findings | A self-compassion and mindfulness program led to higher self-efficacy and self-compassion and lower depression, anxiety, and emotional exhaustion among intervention teachers compared to controls, with a protective effect against declining well-being over the school year. |
Abstract
Research has shown that 20% of Czech teachers suffer with burnout symptoms and 65% are at risk of burning out, which suggests that it is essential to continue addressing the issue of stress in Czech teachers. The main objective of this study was to evaluate a self-compassion and mindfulness-based professional development program for primary school teachers in the Czech Republic. Five schools were recruited, two as intervention schools (n of teachers = 47) and three as controls (n of teachers = 57). Teachers completed questionnaires at three time points: pre-test in September 2018, post-test in November 2018, and a follow-up in April 2019. The results at post-test indicated that teachers in the intervention group scored significantly higher (p < 0.05) in self-efficacy and self-compassion, and significantly lower in depression, anxiety and emotional exhaustion, compared to the controls. The intervention teachers were marginally lower (p < 0.10) in perceived stress and marginally higher in subjective well-being, compared to the controls. At follow-up, teachers' subjective well-being in the control group significantly worsened compared to the baseline. However, the intervention group did not show significant changes over time, which suggests a "protective effect" on the intervention group against worsening during the school year. The study suggests that providing teachers with self-compassion and mindfulness practices can lead to beneficial effects on several outcome variables. Further studies need to investigate if these benefits can be sustained and if they affect teachers' physical health, their relationships with students, and the students' outcomes.