Teachers' self-compassion is linked with less stress and greater job satisfaction
A review combined evidence on well-being and self-compassion with studies of mindfulness interventions, which reported gains in self-compassion and mindfulness.
Based on the published abstract. The full paper may contain additional methods, results and limitations.
The 30-second takeaway
Teachers reporting more self-compassion also tended to report less stress and greater job satisfaction. Mindfulness interventions were reported to improve self-compassion and mindfulness, but those intervention outcomes are distinct from stress or job satisfaction. The abstract does not establish that increasing self-compassion causes better well-being, or that changes in it explain any broader intervention benefit.
The abstract does not describe the underlying study designs, intervention comparators, follow-up periods or uncertainty around the estimates. Those omissions limit conclusions about causality and about how long any changes might persist.
What the associations mean
The reported correlations describe relationships between self-compassion and teachers' stress or satisfaction at work. They do not establish which came first, so the association alone cannot show that changing self-compassion will improve either outcome.
What intervention results show
The intervention findings concern changes in self-compassion and mindfulness themselves. The abstract does not give corresponding intervention estimates for stress or job satisfaction, so the proposed pathway to better well-being remains uncertain within this summary.
The original publication
The Role of Self-Compassion in Teachers' Well-Being: A Systematic Review and Meta-Analysis.
Wong MYC, Fung HW, Yuan GF et al.
Int J Psychol · 2025
- PubMed ID
- 40968686
- Record checked
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