Mindfulness-Based Intervention for Schoolteachers: Comparison of Video-Conferencing Group with Face-to-Face Group

Abstract

Abstract Objectives The COVID-19 pandemic has brought substantial mental health challenges as well as significant changes in the delivery of clinical care and interventions, such as switching from traditional face-to-face to online mode. This study aimed to compare the effectiveness and the course experience of a video-conferencing mindfulness-based intervention (MBI) with that delivered face-to-face. Method Schoolteachers (N = 170) were randomly assigned to face-to-face group (n = 94) and video-conferencing group (n = 76) for an 8-week MBI. The schoolteachers’ well-being, including psychological distress, insomnia, perceived stress, mindfulness, positive and negative affect, and life satisfaction, was measured before and after the MBI. Attendance, treatment fidelity, home practice compliance, and program acceptability were collected after the MBI. Qualitative feedback from the two groups was also collected to explore the differences in participants’ subjective experiences. Results Both face-to-face and video-conferencing formats of MBI resulted in better general mental health, more positive affect, and higher life satisfaction, as well as significantly lower levels of insomnia, stress, and negative affect. Observed improvement was comparable between face-to-face and video-conferencing MBI. The two groups also showed comparable adherence, intervention fidelity, and program acceptability. Qualitative results showed that while video-conferencing MBI might be weaker in group process, it provided better accessibility for participants. Conclusions This study supported the effectiveness and feasibility of video-conferencing MBIs, which are highly accessible for teachers in need of mental health support. Further research exploring enhancements to the group process in video-conferencing MBIs may further improve the effectiveness of online programs. Preregistration This study is not pre-registered.