Abstract
| Language | English |
|---|---|
| Pages | 1136-1149 |
| Number of pages | 14 |
| Journal | Mindfulness |
| Volume | 8 |
| Issue number | 5 |
| Early online date | 23 Feb 2017 |
| DOIs | |
| Publication status | Published - Oct 2017 |
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Teaching Mindfulness to Teachers : a Systematic Review and Narrative Synthesis. / Emerson, Lisa-marie; Leyland, Anna; Hudson, Kristian; Rowse, Georgina; Hanley, Pam; Hugh-jones, Siobhan.
In: Mindfulness, Vol. 8, No. 5, 10.2017, p. 1136-1149.Research output: Contribution to journal › Review article
TY - JOUR
T1 - Teaching Mindfulness to Teachers
T2 - Mindfulness
AU - Emerson, Lisa-marie
AU - Leyland, Anna
AU - Hudson, Kristian
AU - Rowse, Georgina
AU - Hanley, Pam
AU - Hugh-jones, Siobhan
PY - 2017/10
Y1 - 2017/10
N2 - School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.
AB - School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.
KW - Mindfulness
KW - Teacher
KW - Teacher stress
KW - Self-efficacy
KW - interventions
U2 - 10.1007/s12671-017-0691-4
DO - 10.1007/s12671-017-0691-4
M3 - Review article
VL - 8
SP - 1136
EP - 1149
JO - Mindfulness
JF - Mindfulness
SN - 1868-8527
IS - 5
ER -