Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers

Autor/inn/en	Rupprecht, Silke; Paulus, Peter; Walach, Harald
Titel	Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers
Quelle	In: European Journal of Educational Research, 6 (2017) 4, S.565-581 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Metacognition; Teacher Effectiveness; Qualitative Research; Interviews; Teacher Attitudes; Foreign Countries; Intervention; Pilot Projects; Mixed Methods Research; Control Groups; Comparative Analysis; Pretests Posttests; Outcomes of Education; Stress Management; Coping; Measures (Individuals); Statistical Analysis; Quasiexperimental Design; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Ausland; Pilot project; Modellversuch; Pilotprojekt; Lernleistung; Schulerfolg; Stressmanagement; Stressbewältigung; Bewältigung; Messdaten; Statistische Analyse; Deutschland
Abstract	Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot nonrandomized, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01