Abstract
Objectives
Social-emotional training and mindfulness practice have been suggested as valuable in coping with job-related stress and burnout in the teaching profession. Hence, many interventions aim to cultivate these skills. The “Call to Care – Israel for Teachers” (C2CIT) program employs mindfulness, compassion, and social-emotional skill training, with a unique emphasis on the construct of care. This pilot study explores the effects of the C2CIT program among schoolteachers by comparing self-report measures of teachers trained in the C2CIT program with those of teachers serving as controls.
Methods
Forty-four teachers were allocated into either the C2CIT program throughout a full academic year, including 20 weekly meetings, or passive control. Before the intervention and immediately after its end, teachers filled self-report questionnaires consisting of mindfulness in teaching, sense of efficacy, trait anxiety, mindfulness, self-compassion, burnout, stress, rumination, reflection, and interpersonal reactivity.
Results
Repeated measures ANOVAs, followed by Tukey honest significant difference post hoc tests revealed that only teachers in the C2CIT group improved in the interpersonal faculties of teachers’ sense of efficacy, interpersonal mindfulness in teaching, and the interpersonal reactivity measures of perspective taking and personal distress. In addition, they also improved in the intrapersonal faculties of mindfulness, perceived stress, rumination, reflection, and self-compassion.
Conclusions
Our results suggest that the C2CIT program has a significant effect on teachers’ well-being and may be instrumental in reducing stress among educators.
Similar content being viewed by others
References
Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57–69.
Arviv-Elyashiv, R., & Zimmerman, V. (2013). Mofet Institute: Teacher dropouts in Israel: Who is the teacher dropping out? And how is the educational system coping with the phenomenon? (In Hebrew). Retrieved from: http://cms.education.gov.il/NR/rdonlyres/56455415-E8E8-4D60-850D-E5B88FEB25FB/182216/resource_63152219.pdf.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504.
Berger, R. (2014). The erase-stress (ES) programmes: Teacher-delivered universal school-based programmes in the aftermath of disasters. In D. Mitchel & V. Karr (Eds.), Crises, conflict and disability: Ensuring equality (pp. 96–104). Routledge.
Berger, R., Gelkopf, M., Heineberg, Y., & Zimbardo, P. (2016). A school-based intervention for reducing posttraumatic symptomatology and intolerance during political violence. Journal of Educational Psychology, 108(6), 761–771. https://doi.org/10.1037/edu0000066.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8.
Cochran-Smith, M. (2003). Sometimes it’s not about the money: Teaching and heart. Journal of Teacher Education, 54(5), 371–375. https://doi.org/10.1177/0022487103258888.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Erlbaum.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385–396.
Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases compassionate responses to suffering. Psychological Science, 24(10), 2125–2127. https://doi.org/10.1177/0956797613485603.
Crocker, J., & Canevello, A. (2008). Creating and undermining social support in communal relationships: The role of compassionate and self-image goals. Journal of Personality and Social Psychology, 95(3), 555–575. https://doi.org/10.1037/0022-3514.95.3.555.
Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), 186–193. https://doi.org/10.1007/s12671-011-0058-1.
Dalai Lama. (1995). The power of compassion. London, UK: Thorsons.
Davidson, R. J., & Harrington, A. (Eds.). (2002). Visions of compassion: Western scientists and Tibetan Buddhists examine human nature. New York, NY: Oxford University Press.
Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126. https://doi.org/10.1037//0022-3514.44.1.113.
Dodson-Lavelle, B., Berger, R., Makransky, J., & Seigle, P. (2015). A call to care: Professional development guide (unpublished manual).
Dor, A., & Rucker-Naidu, T. B. (2012). Teachers’ attitudes toward parents’ involvement in school: Comparing teachers in the USA and Israel. Issues In Educational Research, 22(3), 246–262 http://www.iier.org.au/iier22/dor.html.
Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4.
Facer, K. (2012). Taking the 21st century seriously: Young people, education and socio-technical futures. Oxford Review of Education, 38(1), 97–113. https://doi.org/10.1080/03054985.2011.577951.
Fenigstein, A. (1987). On the nature of public and private self-consciousness. Journal of Personality, 55(3), 543–554.
Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934. https://doi.org/10.1016/j.tate.2006.03.013.
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain and Education, 7(3), 182–195. https://doi.org/10.1111/mbe.12026.
Fogel, A., Melson, G. F., & Mistry, J. (1986). Conceptualising the determinants of nurturance: A reassessment of sex differences. In A. Fogel & G. F. Melson (Eds.), Origins of nurturance: Developmental, biological and cultural perspectives on caregiving (pp. 69–90). Hillsdale, NJ: Lawrence Erlbaum Associates Inc..
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0.
Gilbert, P. (2000). Social mentalities: Internal “social” conflicts and the role of inner warmth and compassion in cognitive therapy. In P. Gilbert & K. G. Bailey (Eds.), Genes on the couch: Explorations in evolutionary psychotherapy (pp. 118–150). Hove: Brunner-Routledge.
Gilbert, P. (2009). The compassionate mind. London: Constable.
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6–41. https://doi.org/10.1111/bjc.12043.
Gilbert, P., & Choden. (2013). Mindful compassion. London: Constable & Robinson.
Gilbert, P., McEwan, K., Matos, M., & Rivis, A. (2011). Fears of compassion: Development of three self-report measures. Psychology and Psychotherapy: Theory, Research and Practice, 84(3), 239–255. https://doi.org/10.1348/147608310X526511.
Gillath, O., Shaver, P. R., & Mikulincer, M. (2005). An attachment-theoretical approach to compassion and altruism. In P. Gilbert (Ed.), Compassion: Conceptualisations, research and use in psychotherapy. New York: Routledge.
Greenberg, M. T., Jennings, P. A., & Goodman, B. (2010). The interpersonal mindfulness in teaching scale. University Park, PA: Pennsylvania State University.
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits a meta-analysis. Journal of Psychosomatic Research, 57, 35–43. https://doi.org/10.1016/S0022-3999(03)00573-7.
Hwang, Y. S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26–42. https://doi.org/10.1016/j.tate.2017.01.015.
Jazaieri, H., Jinpa, G. T., McGonigal, K., Rosenberg, E. L., Finkelstein, J., Simon-Thomas, E., Cullen, M., Doty, J. R., Gross, J. J., & Goldin, P. R. (2013). Enhancing compassion: A randomized controlled trial of a compassion cultivation training program. Journal of Happiness Studies, 14(4), 1113–1126. https://doi.org/10.1007/s10902-012-9373-z.
Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful (pp. 133–144). Maryland: Rowman & Littlefield Education.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693.
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46(1), 37–48. https://doi.org/10.1037/spq0000035.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035.
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. https://doi.org/10.1093/clipsy/bpg016.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628.
Lee, V. E., & Burkam, D. T. (2007). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353–393. https://doi.org/10.3102/00028312040002353.
Leiberg, S., Klimecki, O., & Singer, T. (2011). Short-term compassion training increases prosocial behavior in a newly developed prosocial game. PLoS One, 6(3). https://doi.org/10.1371/journal.pone.0017798.
Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21(6), 729–741. https://doi.org/10.1016/j.tate.2005.05.008.
Litchka, P. R., & Lishchinsky, O. S. (2016). Planning educational policy: Teacher perceptions of school principal transformational leadership in Israel and the United States. Educational Planning, 23(2), 45–58.
Longe, O., Maratos, F. A., Gilbert, P., Evans, G., Volker, F., Rockliff, H., & Rippon, G. (2010). Having a word with yourself: Neural correlates of self-criticism and self-reassurance. NeuroImage, 49(2), 1849–1856. https://doi.org/10.1016/j.neuroimage.2009.09.019.
López, A., Sanderman, R., Ranchor, A. V., & Schroevers, M. J. (2018). Compassion for others and self-compassion: Levels, correlates, and relationship with psychological well-being. Mindfulness, 9(1), 325–331. https://doi.org/10.1007/s12671-017-0777-z.
Makransky, J. (2007). Awakening through love: Unveiling your deepest goodness. Somerville, MA: Wisdom publications.
Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28(4), 546–559. https://doi.org/10.1016/j.tate.2011.12.003.
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory: Manual. Palo Alto, CA: Consulting Psychologists Press.
Metzger, R. (1976). A reliability and validity study of the state-trait anxiety inventory. Journal of clinical psychology. Journal of Clinical Psychology, 32(September), 276–278. https://doi.org/10.1002/1097-4679(197604)32:23.0.CO;2-G.
Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. New York, NY: Guilford Press.
Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. General Hospital Psychiatry, 17(3), 192–200. https://doi.org/10.1016/0163-8343(95)00025-M.
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning: Dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34(3), 292–337 http://uex.sagepub.com/cgi/content/abstract/34/3/292.
Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2, 223–250. https://doi.org/10.1080/15298860390209035.
Neff, K. D., & Beretvas, S. N. (2013). The role of self-compassion in romantic relationships. Self and Identity, 12(1), 78–98. https://doi.org/10.1080/15298868.2011.639548.
Neff, K. D., & Pommier, E. (2012). The relationship between self-compassion and other-focused concern among college undergraduates, community adults, and practicing meditators. Self and Identity, 12(2), 160–176. https://doi.org/10.1080/15298868.2011.649546.
Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). Berkeley, CA: University of California Press.
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369. https://doi.org/10.3102/0002831207302172.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031.
OECD. (2011). Education at a glance. 2011. https://www.oecd.org/education/skills-beyond-school/48631582.pdf.
OECD. (2019). TALIS 2018 results (volume I): Teachers and school leaders as lifelong learners. https://doi.org/10.1787/1d0bc92a-en.
Pace, T. W. W., Negi, L. T., Adame, D. D., Cole, S. P., Sivilli, T. I., Brown, T. D., Issa, M. J., & Raison, C. L. (2009). Effect of compassion meditation on neuroendocrine, innate immune and behavioral responses to psychosocial stress. Psychoneuroendocrinology, 34(1), 87–98. https://doi.org/10.1016/j.psyneuen.2008.08.011.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38–54.
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology & Psychotherapy, 18(3), 250–255. https://doi.org/10.1002/cpp.702.
Ray, D. (2007). Two counseling interventions to reduce teacher-child relationship stress. Professional School Counseling, 10(4), 428–440. https://doi.org/10.5330/prsc.10.4.x3403022427l5705.
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x.
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(137–155).
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454.
Shapiro, S. L., Astin, J. A., Bishop, S. R., & Cordova, M. (2005). Mindfulness-based stress reduction for health care professionals: Results from a randomized trial. International Journal of Stress Management, 12(2), 164–176. https://doi.org/10.1037/1072-5245.12.2.164.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.
Sharp, J. E., & Jennings, P. A. (2016). Strengthening teacher presence through mindfulness: What educators say about the cultivating awareness and resilience in education (CARE) program. Mindfulness, 7(1), 209–218. https://doi.org/10.1007/s12671-015-0474-8.
Singh, N. N., Lancioni, G. E., Winton, A. S. W., Karazsia, B. T., & Singh, J. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10(3), 211–233. https://doi.org/10.1080/15427609.2013.818484.
Spielberger, C. D., Gorsuch, R. L., & Lushere, R. E. (1970). SAT1 manual for the state-trait anxiety inventory. Palo Alto, CA: Consulting Psychologist Press.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y.
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K. A., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115–129. https://doi.org/10.1007/s12671-015-0425-4.
Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the five-factor model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76(2), 284–304. https://doi.org/10.1037/0022-3514.76.2.284.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1.
Tsering, G. T. (2008). The awakening mind: Foundations of Buddhist thought. Somerville, MA: Wisdom Publications.
Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99–109. https://doi.org/10.1016/j.tate.2014.07.005.
Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36(3–4), 327–341. https://doi.org/10.1007/s10464-005-8629-8.
Weng, H. Y., Fox, A. S., Shackman, A. J., Stodola, D. E., Caldwell, J. Z. K., Olson, M. C., Rogers, G. M., & Davidson, R. J. (2013). Compassion training alters altruism and neural responses to suffering. Psychological Science, 24(7), 1171–1180. https://doi.org/10.1177/0956797612469537.
Author information
Authors and Affiliations
Contributions
RT and RB designed and executed the study and wrote the paper. RT analyzed the data. DG collaborated with writing of the study. All authors approved the final version of the manuscript for submission.
Corresponding author
Ethics declarations
All procedures performed in this study were in accordance with and received the approval of the Tel Aviv University Ethics Committee.
Conflict of Interest
The authors declare that they have no conflict of interest.
Statement of Informed Consent
Informed consent was obtained from all individual participants included in the study.
Additional information
All data are available at the Open Science Framework (https://osf.io/pm82u/).
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Tarrasch, R., Berger, R. & Grossman, D. Mindfulness and Compassion as Key Factors in Improving teacher’s Well Being. Mindfulness 11, 1049–1061 (2020). https://doi.org/10.1007/s12671-020-01304-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12671-020-01304-x