16 Chapter 1 Theoretical Framework The MBSR intervention is expected to enhance teachers’ mindfulness skills (Jennings et al., 2017) and foster self-compassion (Roeser et al., 2022). This, in turn, is expected to promote improved emotion regulation by teachers (Jennings et al, 2017; Roeser et al., 2022; Tang et al., 2015), leading to a reduction in perceived stress and an increase in emotional, psychological, and social well-being (Querstret et al., 2020; Jennings et al., 2017; Roeser et al., 2022). However, these concepts partly overlap, suggesting that the changes are likely to occur not sequentially but rather simultaneously. Past MBSR interventions among teachers have demonstrated an increase in teachers’ self-efficacy (Emmerson et al., 2017). This enhanced self-efficacy, is anticipated to contribute to improved pupil-teacher relationships and a higher classroom climate quality (Robertson & Dunsmuir, 2013; Meristo & Eisenschmidt, 2014; Chong & Kong, 2012). For a visual representation of the proposed theory of change, please refer to Figure 1. Qualitative Research on the effects of Mindfulness-Based Interventions Although quantitative studies on the effectiveness of MBIs in education provide important insights, none of these studies tell us about how elementary school teachers experience participating in standard MBSR and the possible relation between participating in MBSR and their personal functioning, their professional functioning and their classroom climate quality. In contrast, qualitative methods provide rich descriptions, enhancing understanding of both events and their context. These methods broaden perspectives, helping to identify patterns and distinctions among variables. It raises the question “Can we test the above model using qualitative research?”. Qualitative research goes beyond description, moving inquiry toward more meaningful explanations (Sofaer,1999). Therefore, by using a qualitative design we can examine how teachers in elementary schools experience the effects of standard MBSR on their personal and professional functioning and on the classroom climate quality . As an emerging area, there are only a handful of qualitative studies available for review. Information presented in the review of Hwang and colleagues (2017) containing quantitative and qualitative research therefore, contains the context and effects of mindfulness-based interventions generated by studies that did not meet all quality indicators as stated in their study. Of the five qualitative studies, two provided an account of trustworthiness in their findings. Hwang et al. (2017) conducted a secondary analysis of qualitative studies exploring in-service teachers’ experiences with mindfulness. This analysis offered potential explanations for the effects of mindfulness interventions observed in primary quantitative studies. Mindfulness practices strategically helped teachers cope with stress, fostering improved awareness over time. This heightened awareness was linked to reduced stress levels, enabling skillful and reflective responses in challenging situations. Positive impacts were noted in emotion regulation and the use of positive language, resulting in enhanced teacher performance. Teachers’ improved coping with stress was associated with increased attunement to students’ needs and
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