捷克共和国小学教师的基于正念的专业发展计划的有效性:一项准实验性研究
Kamila Dvořáková1, Laura García Valladares2, Bethany Butzer3
1Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, 314 Biobehavioral Health Building, University Park, PA 16802, USA.
概括
自我同情和正念计划改善了捷克教师的福祉,减少了倦怠症状,提高了自我效能. 干预组在学年期间表现出对健康状况恶化的保护作用.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 教师培训 培训教师培训
背景情况:
- 捷克教师中高燃烧率 (20%) 和风险 (65%) 需要进行干预.
- 压力和倦怠严重影响教育工作者的心理健康和专业效率.
研究的目的:
- 为捷克共和国的小学教师评估一个专注于自我同情和正念的专业发展计划.
- 评估该计划对教师的自我效能,自我同情,抑郁,焦虑,情绪疲劳,感知压力和主观幸福感的影响.
主要方法:
- 准实验性设计,涉及五所小学的干预 (n=47) 和对照 (n=57) 组.
- 在测试前 (2018年9月),测试后 (2018年11月) 和后续 (2019年4月) 通过问卷收集的数据.
主要成果:
- 干预组在计划后的自我效能和自我同情度显著改善 (p < 0.05).
- 与对照组相比,干预组报告了抑郁,焦虑和情绪疲劳的显著减少 (p <0.05).
- 干预组经历了对随访后对照组观察到的主观幸福感下降的保护作用.
结论:
- 自我同情和正念实践为教师的福祉和心理健康提供了显著的好处.
- 该计划表现出保护作用,减轻了学年健康状况的负面变化.
- 需要进一步的研究来探索长期的可持续性和对身体健康和学生成绩的影响.
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