A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

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The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature (2017, background): “Self-compassion scale Beshai et al. (2015), Frank, Riebel.”
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout (2020, result): “While previous studies on teachers’ self-compassion either did not assess years of teaching (Beshai et al., 2016), or found no association between years of teaching and self-compassion/derogation (Jennings, 2015; Roeser et al., 2013; Taylor et al., 2016), the findings here showed that more…”