Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong

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16 Citations (Scopus)

Abstract

The stress that negatively affects teachers has been found to influence the turnover rate in the teaching profession. Recent research has shown that mindfulness-based programmes effectively promote well-being while addressing psychological distress. In this study, the authors investigated the effects of a six-week mindfulness-based programme on pre-service teachers in Hong Kong (N = 70). The authors hypothesised that a six-week mindfulness-based programme would increase mindfulness and well-being while reducing stress and symptoms of depression. Both intervention and control groups were assessed at baseline and post-intervention. A univariate analysis revealed a significant increase in mindfulness and well-being. A regression analysis indicated that mindfulness was a significant predictor of well-being, stress, anxiety and depressive symptoms. Qualitative data reflected that the mindfulness programme was beneficial to and feasible for pre-service teachers. Such a programme could be implemented in teaching education to promote well-being and stress management while preventing burnout among teaching professionals. Copyright © 2015 Teacher Development.
Original languageEnglish
Pages (from-to)381-401
JournalTeacher Development: An International Journal of Teachers' Professional Development
Volume19
Issue number3
Early online dateJul 2015
DOIs
Publication statusPublished - 2015

Citation

Hue, M.-T., & Lau, N.-S. (2015). Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development: An international journal of teachers' professional development, 19(3), 381-401. doi: 10.1080/13664530.2015.1049748

Keywords

  • Mindfulness
  • Well-being
  • Stress
  • Anxiety
  • Depressive symptom

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