Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers
Material type:
TextSeries: An International Journal Of Research And Studies ; Vol. 144Publication details: Elsevier, 2024Description: p. 1-13Subject(s): Online resources:
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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.
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