Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions
IntroductionOccupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction.MethodsThis quasi-experimental study investigates the impact of mindfulness-ba...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1479507/full |
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| author | Huimian Bian Huimian Bian He Jiang |
| author_facet | Huimian Bian Huimian Bian He Jiang |
| author_sort | Huimian Bian |
| collection | DOAJ |
| description | IntroductionOccupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction.MethodsThis quasi-experimental study investigates the impact of mindfulness-based interventions on occupational stress and mental health among junior high school teachers in China. A total of 118 teachers participated in the study, with a randomly assigned experimental group undergoing an 4-week mindfulness training program, while the control group received no intervention. Standardized measures of occupational stress, mental health, coping self-efficacy, and mindfulness were used to assess the outcomes before and after the intervention.FindingsThe findings revealed that teachers who participated in the mindfulness program experienced significant reductions in occupational stress and improvements in mental health and coping self-efficacy compared to the control group. Additionally mindfulness levels increased significantly among participants who underwent the training.DiscussionThe results suggest that mindfulness-based interventions can effectively alleviate occupational stress and enhance psychological wellbeing among junior high school teachers in China, highlighting the importance of implementing such programs to support educators in managing stress and maintaining mental health. |
| format | Article |
| id | doaj-art-4bc098cc84b8460795087369422cafaa |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-4bc098cc84b8460795087369422cafaa2025-01-29T06:45:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011610.3389/fpsyg.2025.14795071479507Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventionsHuimian Bian0Huimian Bian1He Jiang2Wudong Hospital, Wuhan, Hubei, ChinaFaculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, MalaysiaSchool of Music and Dance, Guangzhou University, Guangzhou, ChinaIntroductionOccupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction.MethodsThis quasi-experimental study investigates the impact of mindfulness-based interventions on occupational stress and mental health among junior high school teachers in China. A total of 118 teachers participated in the study, with a randomly assigned experimental group undergoing an 4-week mindfulness training program, while the control group received no intervention. Standardized measures of occupational stress, mental health, coping self-efficacy, and mindfulness were used to assess the outcomes before and after the intervention.FindingsThe findings revealed that teachers who participated in the mindfulness program experienced significant reductions in occupational stress and improvements in mental health and coping self-efficacy compared to the control group. Additionally mindfulness levels increased significantly among participants who underwent the training.DiscussionThe results suggest that mindfulness-based interventions can effectively alleviate occupational stress and enhance psychological wellbeing among junior high school teachers in China, highlighting the importance of implementing such programs to support educators in managing stress and maintaining mental health.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1479507/fulleducational reformjunior high school teachersmindfulnessoccupational stressmental healthquality education |
| spellingShingle | Huimian Bian Huimian Bian He Jiang Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions Frontiers in Psychology educational reform junior high school teachers mindfulness occupational stress mental health quality education |
| title | Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions |
| title_full | Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions |
| title_fullStr | Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions |
| title_full_unstemmed | Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions |
| title_short | Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions |
| title_sort | alleviating occupational stress in chinese junior high school teachers the role of mindfulness based interventions |
| topic | educational reform junior high school teachers mindfulness occupational stress mental health quality education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1479507/full |
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