Prof. HUE Ming TakLau, Ngar SzeNgar SzeLau2024-01-112024-01-112015Teacher Development, 2015, Vol. 19(3), pp. 381-401.1366-45301747-5120http://hdl.handle.net/20.500.11861/8837The stress that negatively affects teachers has been found to influence the turnover rate in the teaching profession. Recent research has shown that mindfulness-based programmes effectively promote well-being while addressing psychological distress. In this study, the authors investigated the effects of a six-week mindfulness-based programme on pre-service teachers in Hong Kong (N = 70). The authors hypothesised that a six-week mindfulness-based programme would increase mindfulness and well-being while reducing stress and symptoms of depression. Both intervention and control groups were assessed at baseline and post-intervention. A univariate analysis revealed a significant increase in mindfulness and well-being. A regression analysis indicated that mindfulness was a significant predictor of well-being, stress, anxiety and depressive symptoms. Qualitative data reflected that the mindfulness programme was beneficial to and feasible for pre-service teachers. Such a programme could be implemented in teaching education to promote well-being and stress management while preventing burnout among teaching professionals.enMindfulnessWell-BeingStressAnxietyDepressive symptomPeer Reviewed Journal Article10.1080/13664530.2015.1049748