54 Chapter 4 and classroom climate quality (Emerson et al., 2017; Lomas et al., 2017; McIntyre et al., 2017). Teacher self-efficacy refers to teachers’ beliefs and attitudes about their ability to enhance pupils’ learning outcomes (Tschannen-Moran & Hoy, 2001). Higher self-efficacy correlates with improved effectiveness, positive student outcomes, and better classroom climate quality (Meristo & Eisenschmidt, 2014; Chong & Kong, 2012; Robertson & Dunsmuir, 2013). Conversely, lower self-efficacy relates to increased stress and decreased commitment to teaching (Klassen & Chiu, 2011). Furthermore, teachers’ perceived stress has the potential to shape pupil-teacher interactions, constituting an integral aspect of teachers’ perceived classroom climate quality. This encompasses not only the general atmosphere and environment within a classroom setting but also extends to factors such as classroom order, the quality of interpersonal relationships among pupils, and the nature of pupil-teacher interactions (Donkers & Vermulst, 2014, p. 9). Poor pupil-teacher relationships and a negative classroom climate quality directly and indirectly affect teachers’ perceived stress and well-being (Lomas et al., 2017; Collie et al., 2017; Jennings et al., 2017). On the other hand, research by Corbin et al. (2019) shows that positive pupil-teacher relationships may help mitigate the stress they experience. Reducing teachers’ stress Stress arises from interpreting stressors and regulating emotions (Lazarus, 1991), suggesting interventions should target emotion regulation, defined as the activation of a goal to influence the emotion trajectory (Gross et al., 2011). Research indicates that mindfulness increases emotional self-regulation (Hölzel et al., 2011; Vago & Silbersweig, 2012; Tang et al., 2015) which has also been supported by research in neuroscience (Hölzel et al., 2011; Tang et al., 2015). Mindfulness-Based Stress Reduction (MBSR), characterized as “the awareness that arises through purposeful, nonjudgmental attention to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p.145), stands out as a promising intervention to mitigate perceived stress and enhance well-being through the refinement of emotion regulation. Theory of change The core of MBSR involves cultivating mindfulness skills, allowing participants to direct their attention to the present moment through the development of an observing stance towards their thoughts, feelings, and behaviors. This practice improves the capacity to identify habitual reaction patterns, empowering individuals to make conscious choices. Participants develop the ability to respond with reduced reactivity to negative thoughts and emotions (Fanning et al., 2018; Rad et al., 2023, Gilbert & Waltz, 2010). Additionally, the overall fostering attitude of self-compassion in MBSR, which can be defined as the practice of providing oneself with support in times of suffering or pain, helps in developing empathy, understanding, and kindness towards oneself and others (Neff & Dahm, 2015; Neff, 2023). Empirical literature strongly supports the idea that self-compassion acts as
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