94 Chapter 5 Limitations The present study has some limitations to consider. First, we had three measurements (pre, post and follow-up) and no mid-treatment measurement. Including an extra measurement would give us more insight in the order of changes in the mediation process. Second, in this study, subjects participated voluntarily and were possibly more interested into mindfulness than others. So, it is unsure if the results are generalizable to all teachers. Third, participants knew if they participated in the intervention or control group. This knowledge might have influenced the teachers’ report about their own improvements. To limit these possible biases, it would be interesting to also measure classroom climate quality among pupils or through observations in the classroom. Future Directions Based on our findings, there are multiple ways for future studies to further explore what components make MBSR programs effective. First, further research is needed to gather more information about the dynamics of mediators during the intervention. This could be done by adding weekly measures for participants during the intervention. This will give us more information about the potential interplay and influence among mediator and outcome variables. Second, exploring alternative methods or intervention activities that further enhance teacher self-efficacy could be a fruitful avenue for future research. This broader investigation may give more insight into supplementary strategies to strengthen the beneficial outcomes associated with MBSR programs for teachers. Third, in this study, the multiple mediation models elucidated a variance in the outcome measures (perceived stress, well-being, and classroom climate quality) ranging from 28% to 32%. These percentages of explained variance are relatively high in comparison to similar studies (Roeser et al., 2013; Taylor et al., 2016). However, it also suggests that not all potential mediator variables contributing to the total variance in the outcome measures were identified and included in the current investigation. To achieve a more comprehensive understanding, future research should explore additional variables – in addition to self-compassion, emotion regulation and teacher self-efficacy – which could mediate the efficacy of a MBSR program, such as empathy (Birnie et al., 2010). Fourth, the present research focused exclusively on elementary school teachers in the Netherlands. Future studies are needed to examine whether these identified variables also serve as mediators in the context of the MBSR program among secondary, high school or university teachers in and outside the Dutch context. This broader exploration will enhance the generalizability of findings of the program’s effectiveness across diverse educational settings.
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