Evaluating the Effects of a Brief Mindfulness‐Based Intervention on Stress Reduction Among Language Teachers
Bibliographic record
Abstract
ABSTRACT This study investigated the efficacy of a 2‐week mindfulness‐based intervention aimed at reducing stress among teachers. The intervention involved a self‐guided program consisting of daily reflective journaling and three times‐weekly assigned readings from a mindfulness training book tailored for teachers. Sixty Iranian teachers were divided into an experimental group and a control group, with the latter receiving the intervention post‐study. Stress levels were measured using the Perceived Stress Scale (PSS) at three points: pre‐intervention, immediately post‐intervention, and 5 weeks post‐intervention. Mixed ANOVA analyses indicated a significant effect of time on stress levels (Wilks’ Lambda = 0.896, F (2, 57) = 3.306, p = 0.044, partial η² = 0.104). Immediately post‐intervention, the experimental group showed a small, nonsignificant reduction in stress compared to the control group (Cohen's d = 0.08, p = 0.742). However, at the 5‐week follow‐up the experimental group reported a moderate, statistically significant reduction in stress compared to the control group (Cohen's d = 0.60, p = 0.023), indicating sustained intervention effects. Qualitative data from interviews and reflective journals revealed three main findings: (1) development of mindfulness awareness, (2) gradual impact on stress management, and (3) sustained stress reduction and integration of mindfulness. These themes highlight the initial skepticism, the progressive understanding and application of mindfulness, and the lasting integration of these practices into daily teaching and personal life. Findings suggest that even brief mindfulness interventions can lead to significant, sustained reductions in perceived stress among teachers. This study confirms the benefits of mindfulness interventions on teachers and sheds light on the underlying processes contributing to these benefits.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".