Objectives

Teachers’ stress can affect their occupational health and negatively impact classroom climate and students’ well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers’ social-emotional competencies (SEC), across teachers, classroom climates, and students’ outcomes.

Methods

The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students’ parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students’ parents (913). A mixed data collection strategy was used that included teachers’ and students’ (self-) report, observational ratings of teachers’ classroom behaviors, and parents’ reports on students.

Results

After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers’ classroom behaviors related to students’ engagement. Additionally, significant improvements were also found in EG students’ perceptions of the quality of their teachers’ involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents.

Conclusions

These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers’ burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students.

中文翻译：

---

正念干预对教师的影响：对教师和学生成果的研究

目标

教师的压力会影响他们的职业健康，并对课堂气氛和学生的幸福感产生负面影响。本研究旨在评估基于正念的计划的近端和远端影响，该计划专门用于提高教师的社会情感能力 (SEC)，跨越教师、课堂气氛和学生的学习成果。

方法

该研究遵循具有两个数据收集点（前测和后测）的随机试验设计。实验组（EG）的参与者包括123名小学教师、他们的1503名学生和这些学生的父母（1494名），而对照组（CG）包括105名小学教师、他们的947名学生和这些学生的父母（ 913)。使用混合数据收集策略，包括教师和学生的（自我）报告、教师课堂行为的观察评级以及家长对学生的报告。

结果

干预后，与 CG 教师相比，EG 教师的正念和情绪调节能力、自我效能感和幸福感显着提高，倦怠症状减少。同样，在与学生参与相关的 EG 教师课堂行为方面也有显着改善。此外，在 EG 学生对教师参与课堂关系的质量、自我报告的效果和父母感知的社会能力的看法方面也发现了显着改善。

结论

这些发现进一步了解了基于正念的 SEC 干预在减少教师的倦怠症状和培养他们的 SEC 和幸福感、促进培养课堂气氛以及促进 SEC 和学生的幸福感方面所起的作用。