Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers

• Published in: Teaching and teacher education Vol. 144; p. 104576
• Main Authors: Wagner, Inga, Noichl, Teresa, Cramer, Malte, Dlugosch, Gabriele E., Hosenfeld, Ingmar
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2024
• Subjects: Burnout; Mindfulness; Self-care; Stress; Teacher strain; Teacher strain; Burnout; Mindfulness; Self-care; Stress
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2024.104576

The current study investigated whether teachers' years of working experience and their initial level of mindfulness, self-care, stress, and emotional exhaustion moderated the effects of a self-care- and mindfulness-based seminar on their stress and emotional exhaustion using a repeated measures design. The analyses of the data from 122 primary, secondary, vocational, and special school teachers (83% female) revealed comparably larger positive effects for teachers with lower initial self-care and mindfulness and higher initial stress and exhaustion levels. However, positive effects were detected across all groups of teachers, indicating mindfulness and self-care to be resources for promoting teachers’ mental health. •The self-care and mindfulness seminar had positive effects on teachers' mental health.•Comparably larger effects were found for teachers with initially higher levels of stress and exhaustion.•Comparably larger effects were found for teachers with initially lower levels of mindfulness and self-care.•Teachers with better mindfulness, self-care, stress and exhaustion prerequisites also profited from the seminar.•Teachers‘ years of working experience had no significant moderating impact on the seminar's effectiveness.