RecruitingNot Applicable

Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes: A Multi-site, Mixed-methods Randomized Controlled Study

Hong Kong160 participantsStarted 2025-05-15

Plain-language summary

This study aims to evaluate the effectiveness of MBCT-L among Chinese teachers on their mental well-being and teaching outcomes and explore the mechanisms of how mindfulness practice brings these benefits. The study is a multi-site, mixed-methods randomized controlled trial including 160 teachers.

Who can participate

Age range21 Years – 65 Years

SexALL

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Inclusion criteria

✓. Teachers aged 21-65 years;
✓. Teachers currently working in a school; and
✓. Teachers willing to commit time for the 8-week course.

Exclusion criteria

✕. Teachers previously joined a related group mindfulness-based intervention, such as mindfulness-based cognitive therapy (MBCT), mindfulness-based stress reduction (MBSR), Mindfulness - Finding Peace in a Frantic World (FPFW); or
✕. Teachers who are mentally unstable or having active suicidal risk.

What they're measuring

Teaching efficacy

Timeframe: Baseline, 9 weeks, and 3 months post-intervention

Teaching practices

Timeframe: Baseline, 9 weeks, and 3 months post-intervention

Classroom climate

Timeframe: Baseline, 9 weeks, and 3 months post-intervention

Trial details

NCT IDNCT06926361

SponsorChinese University of Hong Kong

Sponsor typeOTHER

Study typeINTERVENTIONAL

Primary completion2027-06-30

Contact for this trial

Jennifer Tang, PhD

852-39435677 jymtang@cuhk.edu.hk

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