![]() Zembylas and Schutz (2009) proposed that teaching stress is primarily due to the inherent social-emotional demands that entail working with 30 or more children or adolescents at once. Pithers and Soden (1998) examined the occupational stress, strain, and personal coping resources of teachers and found that role overload appeared to be a strong source of occupational stress. According to reports from teachers, teaching involves considerable pressure for several important reasons, such as lack of support and excessively burdensome responsibilities ( Jennings et al., 2017). There are several factors associated with high levels of stress among teachers. Studies show that the overall mental health condition of Chinese teachers is much worse than normal and that some teachers have a diagnosable emotional disorder ( Li, 2006 Hu et al., 2010 Yi et al., 2014). The main psychological problems of teachers are anxiety and depression ( Fu et al., 2019). Eastern China has a fast-developing economy that is also driving the development of education, and the high competition brought on by this development increases pressure on teachers. According to the report on national mental health development in China (2017–2018), the overall mental health of teachers decreases year by year. Between 25 and 30% of teachers rate their jobs as either very or extremely stressful ( Kyriacou, 2001 Unterbrink et al., 2007). Teachers not only experience pressures similar to other professions (workload, reputation pressure, etc.), but there are also profession-specific pressures, such as having to fulfill multiple roles (such as caregiver, counselor, disciplinarian, information provider, etc.) and balancing educational responsibilities against the stress and pressure from students, parents, and outside sources. Teaching is a stressful occupation ( Roeser et al., 2013). It is easier for teachers to enroll such a short-term training program, as it may have higher acceptance and feasibility than an 8-week training program in some areas.Ĭlinical Trial Registration: identifier ChiCTR2000029653. The practical meaning of the short-term intensive MT program for teachers is discussed. The present findings indicate that a 4-day intensive MT program is a promising way to decrease teachers’ stress and improve their emotional health. The results showed that MT had statistically significant positive effects on mindfulness, negative affect, and stress. Participants completed measures of mindfulness, positive affect, negative affect, and perceived stress before and after the program. A total of 161 teachers voluntarily enrolled in the course and were assigned to either the mindfulness group or the waitlist group. In this study, a 4-day intensive MT program that aimed to increase teachers’ emotional health was developed and implemented into the existing post-service education for teachers in eastern China. Mindfulness training (MT) is a well-supported way to help various populations cope with and reduce stress. ![]() Stress is becoming increasingly prevalent among teacher groups, and this is problematic for education. 2MindUp Mindfulness Center, Hangzhou, China.1Laboratory of Mindfulness, Department of Psychology, College of Teacher Education, Zhejiang Normal University, Jinhua, China.Xiaolan Song 1*† Ming Zheng 1† Huiwen Zhao 1 Tianqi Yang 1 Xingcheng Ge 1 Hongmei Li 1 Ting Lou 2 ![]()
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