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

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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.
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Keywords: anxiety; depressive symptom; mindfulness; stress; well-being

Document Type: Research Article

Affiliations: 1: Department of Special Education and Counselling, HKIEd, 10 Lo Ping Road, Tai Po, D2-2F-01, Hong Kong 2: Centre for Religious and Spirituality Education, Hong Kong Institute of Education, Hong Kong

Publication date: July 3, 2015

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