Impact of a Mindfulness-Based Intervention on Stress and Burnout among Physical Education Teachers in South Africa

Abstract

Abstract Purpose: The aim of the study was to impact of a mindfulness-based intervention on stress and burnout among physical education teachers Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: This study investigated the impact of an eight-week mindfulness-based intervention on stress and burnout in 24 physical education teachers. The intervention included guided meditations, group discussions, and experiential exercises. Results revealed that the intervention group displayed significantly lower stress and burnout levels compared to the control group at both post-test and follow-up assessments. Unique Contribution to Theory, Practice and Policy: Stress and Coping Theory, self-determination theory (sdt) & job demands-resources (jd-r) model may be used to anchor future studies on impact of a mindfulness-based intervention on stress and burnout among physical education teachers. Practitioners and program developers should collaborate to create interventions that address the unique stressors and challenges faced by educators in physical education settings. Policymakers in the field of education should acknowledge the potential benefits of mindfulness-based interventions for teacher well-being and, subsequently, for student outcomes.