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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Mindfulness
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1479507
This article is part of the Research Topic The Interplay of Stress, Health, and Well-being: Unraveling the Psychological and Physiological Processes - Volume II View all 31 articles

Alleviating Occupational Stress in Chinese Junior High School Teachers: The Role of Mindfulness-Based Interventions

Provisionally accepted
Huimian Bian Huimian Bian 1,2He Jiang He Jiang 3*
  • 1 Wudong Hospital, Wuhan, Hubei Province, China
  • 2 UCSI University, Kuala Lumpur, Malaysia
  • 3 Guangzhou University, Guangzhou, China

The final, formatted version of the article will be published soon.

    Occupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction. This quasi-experimental study investigates the impact of mindfulness-based interventions on occupational stress and mental health among junior high school teachers in China. A total of 118 teachers participated in the study, with a randomly assigned experimental group undergoing an four-week mindfulness training program, while the control group received no intervention. Standardised measures of occupational stress, mental health, coping self-efficacy, and mindfulness were used to assess the outcomes before and after the intervention. The findings revealed that teachers who participated in the mindfulness program experienced significant reductions in occupational stress and improvements in mental health and coping self-efficacy compared to the control group. Additionally, mindfulness levels increased significantly among participants who underwent the training. The results suggest that mindfulness-based interventions can effectively alleviate occupational stress and enhance psychological well-being among junior high school teachers in China, highlighting the importance of implementing such programs to support educators in managing stress and maintaining mental health.

    Keywords: Educational reform, Junior high school teachers, mindfulness, Occupational stress, Mental Health, Quality education

    Received: 12 Aug 2024; Accepted: 13 Jan 2025.

    Copyright: © 2025 Bian and Jiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: He Jiang, Guangzhou University, Guangzhou, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.