doi:10.1037/edu0000542engMontero-Marin, JesúsTaylor, LauraCrane, CatherineGreenberg, Mark T.Ford, Tamsin J.Williams, J. Mark G.Garcia-Campayo, JavierSonley, AnnaLord, LizDalgleish, TimBlakemore, Sarah-JayneKuyken, WillemTeachers “finding peace in a frantic world”: an experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanismsART-2021-127153Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators2021http://zaguan.unizar.es/record/15135710.1037/edu0000542http://zaguan.unizar.es/record/151357oai:zaguan.unizar.es:151357Journal of Educational Psychology 113, 8 (2021), 1689-1708byhttps://creativecommons.org/licenses/by/4.0/deed.esinfo:eu-repo/semantics/openAccess