Table 1_Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions.docx

IntroductionOccupational 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.
MethodsThis 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 4-week mindfulness training program, while the control group received no intervention. Standardized measures of occupational stress, mental health, coping self-efficacy, and mindfulness were used to assess the outcomes before and after the intervention.
FindingsThe 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.
DiscussionThe results suggest that mindfulness-based interventions can effectively alleviate occupational stress and enhance psychological wellbeing among junior high school teachers in China, highlighting the importance of implementing such programs to support educators in managing stress and maintaining mental health.

引言 职业压力是中国初中教师群体中亟待重视的重要议题，可引发心理健康水平下降、应对能力受损、工作满意度降低等诸多负面后果。
方法 本项类实验研究旨在探讨正念干预（mindfulness-based interventions）对中国初中教师职业压力与心理健康的影响。本研究共纳入118名教师，通过随机分组设置实验组与对照组：实验组接受为期4周的正念训练项目，对照组则不接受任何干预措施。研究采用职业压力、心理健康、应对自我效能感及正念水平的标准化测评量表，分别在干预前后开展效果评估。
结果 研究结果显示，相较于对照组，参与正念训练项目的教师职业压力显著降低，心理健康水平与应对自我效能感均得到改善；同时，受训教师的正念水平亦出现显著提升。
讨论 本研究结果表明，正念干预可有效缓解中国初中教师的职业压力，提升其心理健康福祉，这凸显了推广此类项目以助力教育工作者应对压力、维持心理健康的重要价值。