A pilot study on integrating mindfulness-informed professional development for EFL teachers.
Oya Pelin Bektaş, Merve Geçikli
Frontiers in Psychology June 11, 2026 DOI: 10.3389/fpsyg.2026.1771786 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Mixed-methods case study Pilot study Qualitative Case report Peer reviewed |
|---|---|
| Sample size | 31 |
| Population | Secondary school EFL teachers |
| Measures | Mindfulness in Teaching Scale (MTS), Kentucky Inventory of Mindfulness Skills (KIMS) |
| Topics | Meditation |
| Keywords | Emotional regulation Teacher wellbeing Efl teachers Mindfulness-informed professional development Teacher mindfulness Efl pedagogy |
| Key findings | Teachers reported moderate overall mindfulness, with stronger observing and describing skills but weaker acting with awareness and accepting without judgment; observing was the strongest predictor of overall mindfulness. Teachers held generally positive views of mindfulness's potential for emotional regulation, stress reduction, and classroom climate, but identified time constraints, insufficient training, institutional pressures, and possible misconceptions among administrators or parents as barriers to implementation. |
Abstract
This pilot mixed-methods case study investigates the mindfulness levels and perceptions of secondary school EFL teachers as the initial phase of a larger intervention project aimed at enhancing teacher wellbeing and professional competence. Acknowledging the emotional, cognitive, and relational demands of language teaching, this study assesses teachers' mindfulness skills and examines conditions that influence their openness to and engagement with mindfulness-based practices today. Thirty-one teachers completed two standardized instruments-the Mindfulness in Teaching Scale (MTS) and the Kentucky Inventory of Mindfulness Skills (KIMS)-while eight teachers participated in semi-structured interviews. Quantitative findings showed moderate overall mindfullness, with higher competence in observing and describing and lower performance in acting with awareness and accepting without judgment, while observing emerged as the strongest predictor of overall mindfulness. Qualitative results revealed limited prior knowledge of mindfulness, but generally positive attitudes toward its potential benefits for emotional regulation, stress reduction, and classroom climate. Teachers also identified several barriers to practical implementation, including time constraints, insufficient training, institutional pressures, and possible misconceptions among administrators or parents. Despite these concerns, participants expressed interest in professional development opportunities that provide clear conceptual grounding, practical strategies, and classroom-relevant applications. Taken together, these findings underscore the need for mindfulness-informed professional development that systematically builds mindfulness skills through scaffolded, context-sensitive approaches. The study provides a foundational evidence base for designing a targeted mindfulness-based intervention intended to strengthen EFL teachers' wellbeing, resilience, and pedagogical presence within demanding instructional environments.
Comparable studies
Other case reports and case series on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator | 2001 | Case study | n = 1 |
| Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program | 2008 | Prospective case series | n = 19 |
| How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... | 2015 | Qualitative case study | n = 1 |
| Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... | 2009 | Case study | |
| Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler | 2011 | Case study | n = 1 |
Citations in the library
Cites 5
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Assessment of Mindfulness by Self-Report Assessment September 1, 2004
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study Frontiers in Psychology April 26, 2016
- Mindfulness, teacher mental health, and well-being in early education: a correlational study. BMC Psychology August 6, 2024