ABSTRACT
This study extends previous research on a Mindfulness Based Program (MBP) for teachers by examining whether psychological impacts of MBP participation were moderated by changes in teachers’ neuroendocrine stress across the program. Teachers (n = 60, 54 women) were randomly assigned to MBP or waitlist control conditions and assessed at pre-program, post-program, and 3-month follow-up. The interaction of change in teachers’ peak daily cortisol with MBP condition was tested predicting self-reported mindfulness and occupational self-compassion, occupational burnout, efficacy for teaching and regulating emotions in the classroom, and teacher satisfaction. Teachers randomized to MBP condition who showed greater decline in cortisol morning peak from pre-post program also showed better self-reported outcomes compared to teachers in the waitlist condition at both post-program and follow-up (interaction β‘s = 0.31–0.47, p‘s < 0.05). Findings suggest psychological benefits of teacher mindfulness training depend on how their stress physiology shifts over the course of such training.