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

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

• Hue, Ming Tak The Hong Kong Institute of Education
• Lau, Ngar Sze Elsa The Hong Kong Institute of Education

Teacher Development: An international journal of teachers' professional development, 2015

Routledge

2015

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Mindfulness Well-being Stress Anxiety Depressive symptom

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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.]

• English

Journal Articles

• 13664530

https://bibliography.lib.eduhk.hk/en/bibs/fd5385e9

2015-09-17