128 Chapter 7 participants perceiving its importance. Additionally, the theory of basic psychological needs (Deci & Ryan, 2012) posits that autonomy in training attendance fosters higher intrinsic motivation and performance. An intriguing question arises concerning whether teachers should be obliged to participate in MBSR. According to Baldwin et al. (1991) and Tsai and Tai (2003), mandatory participation could yield optimal benefits from the training if participants perceive its importance. Thus, when teachers possess sufficient knowledge about the significance of MBSR and its potential benefits, mandatory participation could be considered a viable option. However, this leads us to a notable observation made during the recruitment process for this research. When recruiting participants for the pilot and RCT study, it was noted that individuals’ preconceptions and beliefs about mindfulness and meditation terminology could present obstacles to initially engaging in mindfulness courses. Providing informative flyers, presentations, and thorough explanations was essential to equip teachers with the necessary information before signing up. Similar findings have been reported in other study populations (Williams et al., 2012), as well as in research by Todd et al. (2019), both identifying misconceptions and perceptions as primary barriers to engaging in meditation-related practices. While scientists widely discuss the benefits of mindfulness, it’s crucial to provide more evidence to make it more appealing to teachers (Todd et al., 2019). University staff in a workplace mindfulness program also stressed the importance of evidence, believing it was essential for initiating change (Todd et al., 2019). This underscores the importance of effective communication and comprehensive information tailored to the target population to encourage participation in the MBSR training. The research by Todd et al. (2019) also highlights the influence of the venue and the person delivering the MBSR training on its acceptance. According to literature (Krueger, 1994), careful consideration of the venue for group work is crucial, with preference for a location accessible to all participants but removed from immediate ‘business’ to minimize interruptions. Therefore, MBSR training should opt for a venue near the school (but not within it) that provides a relaxed and comfortable atmosphere with minimal distractions. Research by Todd et al. (2019) suggests that facilitators with teaching backgrounds play a vital role in enhancing the delivery of MBSR, as their understanding and experience within participants’ professional contexts significantly contribute to acceptability. Conversely, facilitators lacking this insight may diminish acceptability, underscoring the importance of selecting facilitators with relevant expertise. To make participation in MBSR more accessible and to enable elementary school teachers to fully benefit from the program, it would therefore be preferable to utilize a mindfulness trainer with a teaching background. Informal feedback from teachers who participated in the studies presented in this thesis often highlighted the importance of the educational background of the trainer, as well as the quiet and comfortable training location outside their own school, contributing to a positive experience. In addition, the range of MBSR training courses is large and it is recommended to examine to what extent providers have followed accredited training courses and are aware of current research. (Wassink, 2015).
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