Abstract

The use of ineffective coping strategies and consequent job stress is described as one of the main causes of sick leave among teachers in many countries. Excessive responsibilities, work overload, lack of incentives, conflicts with job partners and pupils, insufficient time to accomplish tasks, unpleasant environment conditions, and the need for constant evaluations are all conditions that demand coping strategies from teachers. The lack of efficient coping strategies and appropriate communication skills may have a negative effect over teaching performance as well as over the physical and mental health of teachers. The aim of the current research is to determine the effectiveness of mindfulness training to manage stress among teachers. A bibliometric and content analysis of the existing literature about mindfulness training programs has been carried out to achieve this aim. The results of the published bibliography suggest mindfulness programs for stress reduction as suitable interventions for preventing and reducing symptoms of anxiety and depression among different populations. The review in this study shows that improvements have been described in the teacher-pupil relationship as well as in classroom climate as a result of the development of problem-solving strategies and empathy. Over the last five years, there has been an increase in the amount of research concerning stress reduction with teachers; however, further research is needed concerning mindfulness techniques as a part of teachers’ professional training.