126 Chapter 7 the use of an existing protocolized MBSR training intervention—the original program developed by Kabat-Zinn (2013). This approach not only allows for prompt intervention implementation in many schools but also provides teachers with access to training programs available within a reasonable distance due to the increasing availability of certified MBSR trainers. Limitations and directions for future research Our research should be considered within the context of several limitations, which may offer directions for future research. A first limitation of this thesis is the fact that it relied solely on self-reported questionnaires and qualitative research to assess various aspects, including perceived stress, well-being, mindfulness skills, emotion regulation, self-compassion, teacher self-efficacy, pupil-teacher relationships, and classroom climate quality. While these methods offer valuable insights into participants’ perceptions and experiences, they also introduce the possibility of social desirability bias (Caputo, 2017). Participants may provide responses that align with societal norms or expectations rather than their true feelings or behaviors, thus compromising the validity of the findings. To address this limitation and further advance the understanding of the impact of MBSR, future research should incorporate additional observer-rated measures alongside selfreported questionnaires and qualitative research methods (Klingbeil and Renshaw, 2018). By including observer-rated measures, researchers can obtain objective assessments of the abovementioned outcomes. This approach would help mitigate the above mentioned limitations and provide a more comprehensive and nuanced understanding of the effects of MBSR on these factors. Additionally, exploring the interplay between self-reported and observer-rated measures can offer valuable insights into the discrepancies and convergences between subjective perceptions and objective observations. While the protocol outlined a framework for integrating pupils’ perspectives on the pupil-teacher relationship and classroom climate quality, the difficulty in obtaining active parental consent for participation has made this impossible. Future research should consider incorporating the pupil perspective on the pupil-teacher relationship and classroom climate quality to assess the quality of classroom climate and pupil-teacher relationships more comprehensively (Opdenakker, 2014). Incorporating qualitative research methods alongside quantitative approaches could offer deeper insights into pupils’ emotions, experiences, and perceptions within the classroom environment, shedding light on stress and the dynamics of pupil-teacher relationships. In addition, expanding these measures to assess the extent to which teachers consciously transmit or teach mindfulness skills to their pupils could offer further valuable insights as well. Ultimately, adopting a multimethod approach to assessment can enhance the rigor and validity of research findings. A second limitation relates to the mediation research and lies in its restricted scope of assessments. We solely incorporated three assessments - pre, post, and follow-up - omitting a mid-treatment assessment. This absence limits our ability to discern the sequential progression within the mediation process and thereby partly hinders the
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