Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course-77% female, mean age 39 years (SD = 9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over time significantly differed between the groups in all these outcomes, favoring the instructor-led arm. The instructor-led arm, compared with the self-taught, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors. Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms. Our results suggest both formats are considered reasonable, but the instructor-led is more effective than the self-taught. Trial registration: ISRCTN18013311.

中文翻译：

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教师“在疯狂的世界中寻找和平”：关于可接受性、有效性和机制的自学和教师引导的正念计划格式的实验研究。

正念训练 (MT) 被认为适合学校教师并提高幸福感。大多数研究都调查了讲师指导的 MT 的功效。然而，人们对使用自学形式的好处知之甚少，也不知道改变的关键机制是什么，有助于提高教师的幸福感。本研究在中学教师样本中比较了教师指导和自学 MT 基于一本书 (Williams & Penman, 2011)。我们评估了预期、参与者认为干预有效的程度、他们的计划参与、幸福感和心理困扰，并评估了正念和自我同情技能是否作为结果的中介。总共有来自 43 所学校的 206 名教师按学校随机分配到讲师指导或自学课程——77% 为女性，平均年龄 39 岁 (SD = 9.0)。两种 MT 格式都显示出相似的参与者期望率和参与率，但教师主导的手臂被认为更可信。使用线性混合效应模型，我们发现自学的手臂在自我同情和幸福感方面表现出显着的事后改善，而教师指导的手臂在正念、自我同情、幸福感、感知力方面表现出这种改善。压力、焦虑、抑郁和倦怠。在所有这些结果中，各组之间随时间的变化显着不同，有利于教师指导的手臂。与自学的相比，教师主导的手臂通过增强正念和自我同情作为中介因素间接改善了教师的成果。正念练习频率通过自学和教师指导的正念对教师的成果产生间接影响。我们的结果表明这两种格式都被认为是合理的，但讲师指导比自学更有效。试用注册：ISRCTN18013311。