Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers
Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation a...
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doaj-95d2341681f649c5a70c7bf586e4ff512020-11-25T02:59:29ZengRU PublicationsEuropean Journal of Educational Research 2165-87142165-87142017-10-016456558110.12973/eu-jer.6.4.56512101Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School TeachersSilke Rupprecht*0Peter Paulus1Harald Walach2 Leuphana University Leuphana University Europa Viadrina University Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method design. The sample was comprised of 32 German school teachers (93% female) which were distributed to a control and intervention group. Compared to the control condition, the intervention showed medium to high effect sizes on most outcome variables at post-test and results were sustained at follow-up. Mediation analyses showed that changes in mindfulness at post-test mediated changes in outcome variables at follow-up. Unexpectedly, the intervention seemed to negatively affect teacher engagement. Qualitative interviews highlighted the way mindfulness may influence teacher engagement and improve performance. Limitations of this study and future directions of research are discussed. http://eu-jer.com/EU-JER_6_4_565_Rupprech_etal.pdf MBSR teacher education teacher training mindfulness meditation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Silke Rupprecht* Peter Paulus Harald Walach |
spellingShingle |
Silke Rupprecht* Peter Paulus Harald Walach Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers European Journal of Educational Research MBSR teacher education teacher training mindfulness meditation |
author_facet |
Silke Rupprecht* Peter Paulus Harald Walach |
author_sort |
Silke Rupprecht* |
title |
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers |
title_short |
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers |
title_full |
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers |
title_fullStr |
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers |
title_full_unstemmed |
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers |
title_sort |
mind the teachers! the impact of mindfulness training on self-regulation and classroom performance in a sample of german school teachers |
publisher |
RU Publications |
series |
European Journal of Educational Research |
issn |
2165-8714 2165-8714 |
publishDate |
2017-10-01 |
description |
Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method design. The sample was comprised of 32 German school teachers (93% female) which were distributed to a control and intervention group. Compared to the control condition, the intervention showed medium to high effect sizes on most outcome variables at post-test and results were sustained at follow-up. Mediation analyses showed that changes in mindfulness at post-test mediated changes in outcome variables at follow-up. Unexpectedly, the intervention seemed to negatively affect teacher engagement. Qualitative interviews highlighted the way mindfulness may influence teacher engagement and improve performance. Limitations of this study and future directions of research are discussed. |
topic |
MBSR teacher education teacher training mindfulness meditation |
url |
http://eu-jer.com/EU-JER_6_4_565_Rupprech_etal.pdf |
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