No registrations found.
ID
Source
Brief title
Health condition
n/a
Sponsors and support
Intervention
Outcome measures
Primary outcome
Perceived Stress
-Perceived Stress Scale (PSS, alpha .84-.86; 10 items) (Cohen et al.1983). This questionnaire measures the global stress levels in the past month using questions about the degree in which life is perceived as unpredictable, uncontrollable and overburdened.
Secondary outcome
Absenteeism
-Teachers are questioned about their absenteeism of the past year (how many days did they
call in sick and with which frequency). In addition, teachers are requested to record their absence and its frequency of the current year. To support this data it will also be verified in the absence system of the school.
Mental Health
-Mental Health Continuum-Short Form (Lamers et al. 2011).
This questionnaire measures emotional well-being, social well-being and mental well-being of the teacher.
Self-Compassion
-Self-Compassion Scale-short Form (Neff & Vonk 2009).
This questionnaire measures the degree of self-compassion.
Mindfulness Skills
- The Five Facet Mindfulness Questionnaire Short Form (Baer, et al. 2008). This questionnaire measures five mindfulness skills that are related to mental health; observing, describing, acting with awareness, non-judgement and non-reactivity.
Teaching skills
- Teacher Self Efficacy Scale Short Form (Schwarzer & Hallum, 2008):
This questionnaire measures four areas that are directly related to successful teaching, namely job accomplishment, development possibilities within the work place, social interaction with pupils, parents and colleagues and coping with work pressure/stress.
-BRIEF-A, (Toplak, et al.2009):
This questionnaire maps executive functions at behavioural level in the following domains: inhibition, flexibility, regulation of emotions, self-evaluation, working memory, planning and organising, orderliness, initiative taking and task evaluation.
Teacher-pupil relationship
-De Klimaatschaal, (Donkers, Vermulst, 2011):
Subscale quality classclimate. This questionnaire is filled out by teachers of teaching groups 5 – 8.
Background summary
Teachers’ workload in primary education has reached unacceptable levels (Grinsven, 2016). Approximately 56% of the teachers experiences high levels of work stress. Compared to other professions teachers are more likely to drop out from work and to develop mental illnesses (CBS, 2017). Due to work stress 18% of the starting teachers chooses another profession within 5 years (TNO and CBS, 2015). There is a need for interventions that reduce experienced levels of stress. In this project, we examine the effectiveness, moderation and mediation of a mindfulness-based stress reduction intervention on stress, self-compassion, mental health, teacher skills and the student-teacher relationship.
Study objective
We hypothesize that the MBSR-training contributes to reduced stress and absenteeism of teachers in primary education and increased teacher skills, self-compassion, and mental health of teachers.
Study design
T1 (pretest), T2 (posttest), T3 (3 month follow-up)
Intervention
Mindfulness-based stress reduction (MBSR) intervention
Inclusion criteria
Teacher in primary education (grade K - 6)
Exclusion criteria
Previously received the intervention
Design
Recruitment
IPD sharing statement
Followed up by the following (possibly more current) registration
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Other (possibly less up-to-date) registrations in this register
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In other registers
| Register | ID |
|---|---|
| NTR-new | NL8171 |
| Other | ECSW Radboud University : ECSW-2019-029 |