Abstract

Current research on the effectiveness of mindfulness-based interventions in schools generally shows positive effects on various teacher outcomes. However, previous research has not examined the effects of teacher training independently from those of classroom training. Our study evaluated the impact of the MoMento teacher and classroom training (cf. combined mindfulness-based training) on mindfulness skills and well-being of primary school teachers (N=27) using a block-randomized waitlist control group design across three measurement points. Self-report questionnaires assessing mindfulness skills (intra- and interpersonal mindfulness, self-compassion, and self-criticism) as well as well-being (emotional exhaustion, job satisfaction, life satisfaction, psychological well-being, positive and negative affect) were completed before and after the 8-week teacher training, as well as after the subsequent implementation of the 10-week classroom training. Significant improvements were found in mindfulness skills (intrapersonal mindfulness, self-criticism), but no improvements were observed in well-being. The improvements in mindfulness skills mostly occurred during the teacher training and were maintained through the subsequent implementation of the classroom training. Our study provides a foundation for a detailed examination of the effects of combined mindfulness-based programs. In the context of teacher professional development, disentangling training effects may provide valuable insights for the design of future interventions.

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