The Impact of a Mindfulness- and Compassion-Based Intervention on Stress, Burnout, and Psychological Well-Being Among Arab Teachers in Israel: A Longitudinal Study
Giana Khalifa
preprint DOI: 10.21203/rs.3.rs-9441671/v1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental longitudinal design |
|---|---|
| Sample size | 142 |
| Population | Teachers in the Arab education system in Israel |
| Intervention | Mindfulness- and compassion-based professional development program |
| Duration | Six-month follow-up |
| Topics | Meditation |
| Key findings | Participation in the program was associated with reductions in perceived stress and burnout and increases in mindfulness, interpersonal mindfulness in teaching, self-compassion, and empathy, with no effects on anxiety, job satisfaction, or the non-judging facet of mindfulness. |
Abstract
Abstract This study examined a mindfulness- and compassion-based professional development program in the Arab education system in Israel, using a quasi-experimental longitudinal design. Teachers in an intervention ( n = 111) and a comparison group ( n = 31) completed questionnaires at pre-intervention, post-intervention, and six-month follow-up. Participation in the program was associated with reductions in perceived stress and burnout and increases in overall mindfulness (observing, describing, acting with awareness, non-reactivity), interpersonal mindfulness in teaching, self-compassion, and empathy. No intervention-related effects were found for anxiety, job satisfaction, or the non-judging facet of mindfulness. Analyses of covariance controlling for baseline differences supported the robustness of the findings. Overall, mindfulness- and compassion-based interventions may strengthen multiple aspects of teacher well-being and professional functioning in a collectivistic cultural context, supporting the cultural adaptability and potential scalability of such programs within educational systems.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |
Citations in the library
Cites 4
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic Frontiers in Human Neuroscience August 23, 2022
- Effects of a Mindfulness Intervention Among Arab Teachers Are Mediated by Decentering: A Pilot Study Frontiers in Psychology September 29, 2020