Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes: A Multi-site, Mixed-methods Randomized Controlled Study

Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes

This study aims to evaluate the effectiveness of MBCT-L among Chinese teachers on their mental well-being and teaching outcomes and explore the mechanisms of how mindfulness practice brings these benefits. The study is a multi-site, mixed-methods randomized controlled trial including 160 teachers.

Inclusion Criteria:

1. Teachers aged 21-65 years;
2. Teachers currently working in a school; and
3. Teachers willing to commit time for the 8-week course.

Exclusion Criteria:

1. Teachers previously joined a related group mindfulness-based intervention, such as mindfulness-based cognitive therapy (MBCT), mindfulness-based stress reduction (MBSR), Mindfulness - Finding Peace in a Frantic World (FPFW); or
2. Teachers who are mentally unstable or having active suicidal risk.