The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study

Autor/inn/en	Cheng, Xiulan; Zhang, Hui; Cao, Jinjin; Ma, Ying
Titel	The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study
Quelle	In: Early Childhood Education Journal, 50 (2022) 7, S.1197-1207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01254-6
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Emotional Intelligence; Perception; Metacognition; Attention Control; Training; Burnout; Depression (Psychology); Program Evaluation; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Emotionale Intelligenz; Wahrnehmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Ausbildung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Programme evaluation; Programmevaluation
Abstract	Teachers' psychological well-being is linked to their classroom teaching and student development outcomes. Kindergarten teachers are generally subject to psychological stress and burnout, but mindfulness training programs may be a promising way to alleviate these issues. This pilot study used a mixed-methods design to evaluate the feasibility and effectiveness of an adapted mindfulness-based program for kindergarten teachers. The participants in the quantitative component were 70 kindergarten teachers (mindfulness training group = 35, comparison group = 35, M[subscript age] = 30.96) from China. They were rated on the Mindfulness in Teaching Scale; the Depression, Anxiety and Stress Scale; the Maslach Burnout Inventory-General Survey; and the Emotional Intelligence Scale, before and after the mindfulness program. In the qualitative part, semi-structured interviews were conducted with participants (n = 24). Compared with the comparison group, the mindfulness training group showed a significant improvement in emotional intelligence and mindfulness in teaching, and a reduction in burnout and depression. The qualitative findings further supported the effectiveness of mindfulness-based programs to help kindergarten teachers improve their present moment awareness; enhance their emotion regulation; and show more compassion and acceptance. This research provides evidence of the feasibility and effectiveness of mindfulness training to help kindergarten teachers reduce the likelihood of psychological distress and burnout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01