An investigation of the educational value of online mindfulness intervention on in-service teachers and pre-service teachers in Hong Kong

Abstract

Teaching is a stressful profession and the wellbeing of teachers has been an ongoing source of concern (Tsang, 2018; Chan et al., 2010; Hong Kong Professional Teachers’ Union, 2018. 2020; McIntyre et al., 2017). The literature reveals that mindfulness-based interventions (MBIs) are effective in improving the occupational health and wellbeing of educators (Beshai et al., 2016; Flook et al., 2013; Gold et al., 2010; Hue & Lau, 2015; Napoli, 2004). However, most studies have taken a positivist stance which mainly focuses on the outcomes, rather than the process and experience for participants. The current study, taking a strong phenomenological perspective, aims to explore the experiences of teachers during mindfulness practice.

A five-week Mindfulness-Based Intervention (MBI), named ‘Finding Your Own Voice’, was designed and facilitated by the researcher, a trained mindfulness teacher, Senior Lecturer, and curriculum developer in a teacher education setting in Hong Kong. The intervention was run with a group of 15 pre-service and in-service teachers recruited online on a voluntary basis. Pre and post course five-facet mindfulness questionnaires (FFMQ) were administered to the intervention group (n = 15) and a control group (n = 20) to verify their primary mindfulness experience. A specially designed journal was collected immediately after each lesson. Visual images were used to identify changes in the inner landscapes during each lesson. Semi-structured interviews were conducted and analysed using Interpretative Phenomenological Analysis (IPA).

Quantitative data indicated that a significant increase in mindfulness had taken place among the intervention group, supporting the effectiveness of the intervention. Rich and in-depth depictions of mindfulness experience among teachers in Hong Kong offered valuable evidence for the transformative power of mindfulness, confirming its positive impacts on emotional regulation, self- compassion, and wellbeing. The findings revealed how snapshots of life incidents inspired self- negotiation, resulting in transformation, and thus make a significant contribution to the existing contemplative education literature. The rich and contextualised accounts of changes affirm the educational value of mindfulness in teachers’ personal and professional lives. The implications for educational practice are also discussed.

Date of Award	6 Dec 2022
Original language	English
Awarding Institution	University of Bristol
Supervisor	Felicity Sedgewick (Supervisor) & Janet L Orchard (Supervisor)