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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
Teacher Development
Short Title: Promoting well-being and preventing burnout in teacher education
Format: Journal Article
Publication Year: 2015
Pages: 381 - 401
Sources ID: 62731
Visibility: Public (group default)
Abstract: (Show)
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.