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NCT Number: NCT06926361

Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes: A Multi-site, Mixed-methods Randomized Controlled Study

This study aims to evaluate the effectiveness of MBCT-L among Chinese teachers on their mental well-being and teaching outcomes and explore the mechanisms of how mindfulness practice brings these benefits. The study is a multi-site, mixed-methods randomized controlled trial including 160 teachers.

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Key information

Age range

21 year–65 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Teachers aged 21-65 years;
  • Teachers currently working in a school; and
  • Teachers willing to commit time for the 8-week course.

Exclusion criteria

  • Teachers previously joined a related group mindfulness-based intervention, such as mindfulness-based cognitive therapy (MBCT), mindfulness-based stress reduction (MBSR), Mindfulness - Finding Peace in a Frantic World (FPFW); or
  • Teachers who are mentally unstable or having active suicidal risk.

Treatment and study plan

Mindfulness for Life

Behavioral

Behavioral: Mindfulness for Life (MBCT-L) MBCT-L is an 8-week program consisting of mindfulness practices and cognitive-behavioral techniques with 8 sessions (2 hours and 15 minutes per session) and one-day retreat that can provide participants with an extended period to deepen their personal mindfulness practices.

Positive education training

Behavioral

Positive Education program is an 8-week course consisting of theories and activities of positive psychology to enhance teachers' skills to support students' learning and wellbeing using a strength-based approach.

Primary outcomes

  1. Teaching efficacy

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Teachers' Sense of Efficacy Scale-Short Form (TSES-SF). Participants will rate their responses on a 9-point Likert scale ranging from 1 (nothing) to 9 (a great deal). A higher total score indicates a higher sense of teaching efficacy of teachers.

  2. Teaching practices

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Classroom Strategies Scale-Teacher Form (CSS-T). Participants will rate their frequency of using a specific strategy in two domains on a 7-point Likert scale from 1 (never used) to 7 (always used). Higher scores indicate teachers use specific strategies more frequently.

  3. Classroom climate

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    Three subscales of Delaware School Climate Scale-Teacher/Staff (DSCS-T/S): Student-Student Relations, Student Engagement, and Clarity of Expectations. It uses a 4-point Likert scale from 1 (disagree a lot) to 4 (agree a lot). A higher total score indicates a better classroom climate.

Secondary outcomes

  1. Stress

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Perceived Stress Scale. Participates rate their stress on a 5-point Likert scale ranging from 0 (never) to 4 (very often). A higher total score indicates higher stress levels.

  2. Anxiety

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    Generalized Anxiety Disorder Assessment (GAD-7). The items are rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (nearly every day) over the past two weeks. A higher total score indicates a higher level of anxiety.

  3. Depression

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Patient Health Questionnaire-9 (PHQ-9). The items are rated on a 4-point Likert scale ranging from 0 (not at all) to 3 (nearly every day) over the past two weeks. A higher total score indicates higher depressive symptoms.

  4. Burnout

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    Maslach Burnout Inventory - Educators Survey (MBI-ES). Participants report scores on a 7-point Likert scale ranging from 0 (never) to 6 (every day). A higher total score indicates a higher level of burnout.

Other outcomes

  1. Trait mindfulness

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Five-Facet Mindfulness Questionnaire (FFMQ-15). Participants give ratings on a 5-point Likert scale from 1 (never or very rarely true) to 5 (very often or always true). A higher total score means a higher level of trait mindfulness.

  2. Emotion regulation

    Time frame: Baseline, 9 weeks, and 3 months post-intervention

    The Emotion Regulation Questionnaire (ERQ). Participants will rate their responses on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). A higher total score in each subscale indicates a higher tendency of using the specific emotion regulation strategy.

Study contacts

Contact information is provided by the study sponsor or research team.

Jennifer Tang, PhD

CONTACT

[email protected]

852-39435677

Sponsors and collaborators

Lead sponsor

Chinese University of Hong Kong

Other

Collaborators

  • The University of Hong Kong
  • University of Macau

Registry information

Official study title

Effects of Mindfulness-based Interventions on Improving Teacher Wellbeing and Teaching Outcomes

Important dates

Study start
2025
Primary completion
2027
Study completion
2027
First posted
Apr 13, 2025
Registry last updated
Mar 19, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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