The Impacts of Mindfulness-Based Interventions on Teachers’ Mindfulness, Mindful Teaching, and Self-Efficacy: A Systematic Review

• In Event: Mindfulness-Based Interventions for Teachers: Mechanisms of Effect and Teacher Outcomes

Abstract

Introduction and Objectives: Teaching is considered one of the most psychologically demanding occupations and paying attention to teachers’ psychological well-being is crucial. This systematic review examined previous experimental and quasi-experimental findings on the effects of mindfulness-based interventions (MBIs) on pre-service and in-service K-12 teachers’ mindfulness, mindful teaching (i.e., intra- and interpersonal mindfulness in teaching), and self-efficacy. In addition, implementation fidelity (type of MBI and dosage, MBI trainers, assessment of delivery and receipt of the MBI, and enactment) of the identified MBIs was also assessed and reviewed.
Theoretical Frameworks: Roeser and colleagues (2012) proposed a hypothetical model explaining the mechanisms by which MBIs for teachers affect teachers, classrooms and students. The model posits that MBIs implemented with high fidelity increase teachers’ mindfulness and self-compassion, leading to greater occupational health and well-being, which in turn impact classroom-level outcomes, including positive teacher-student relationship, emotionally supportive atmosphere, and effective classroom management. Additionally, according to the Schussler’s framework (2020), mindful teaching not only comprises intrapersonal aspects of mindfulness in the educational context but also interpersonal aspect of mindfulness, a distinctive aspect of this framework. This theoretical framework posits that ongoing inter- and intrapersonal mindfulness in the educational context leads to greater teaching efficacy.
Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines were followed and 21 experimental and quasi-experimental studies out of 813 primary identified records from three databases (Scopus, PsycINFO, and ERIC) were considered eligible and included in this review.
Results: MBIs were found to have significant positive effects on mindfulness, intrapersonal aspect of mindful teaching, and self-efficacy, however, studies that assessed the interpersonal aspect of mindfulness showed no significant effects of MBIs on this construct. Furthermore, implementation fidelity for each study was evaluated and findings generally indicate no relationship between reporting specific implementation fidelity domains, the total number of reported domains and the teacher outcomes.
Significance: This systematic review not only reviewed the effects of MBIs on teachers’ mindfulness, mindful teaching, and self-efficacy but also differentiated between the intra- and interpersonal aspects of mindful teaching and integrated Roeser et al.’s (2012) and Schussler’s (2020) frameworks to synthesize the preliminary evidence of theorized mechanisms by which MBIs affect teachers’ self-efficacy through mindfulness and mindful teaching. Additionally, this review evaluated how different aspects of implementation fidelity affect the impacts of MBIs on teachers. Future research should consider investigating the effects of MBIs on teachers’ self-efficacy through mindfulness and the intrapersonal aspect of mindful teaching, as these mechanisms have not thoroughly been explored, and the findings of this review provides the preliminary empirical support for further investigation of the mentioned theorized pathways.

Authors

• Alireza Zareian Jahromi, Fordham University

• Joshua L. Brown, Fordham University

• Patricia A. Jennings, University of Virginia