Exploring the Effects of a Daily Audio-Guided Mindfulness Intervention for Teachers

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Parsons, E. (2023). Exploring the Effects of a Daily Audio-Guided Mindfulness Intervention for Teachers. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Teachers are experiencing high levels of stress resulting in higher attrition rates that are impacting student achievement and placing considerable burdens on schools. The practice of mindfulness in the classroom may be a way to help teachers cope with perceived stress, be aware of mindfulness, and increase self-efficacy. The purpose of this quantitative study was to investigate the effects of teacher participation in a daily audio-guided mindfulness intervention to determine if the practice of mindfulness for nine weeks affects their perceived stress levels, awareness of mindfulness, and self-efficacy. The researcher used pre-survey and post-survey data from the Mindfulness Awareness Attention Scales (MAAS), the Perceived Stress Scales (PSS), and the Teacher Sense of Efficacy Scales Survey (TSES) Short Form and program efficacy data was collected during the intervention. The study consisted of 41 participants. In this study, the researcher found that there was little to no significant change in teachers’ perceived stress levels and awareness of mindfulness. There was a small increase in teachers’ perceived self-efficacy. The research within this study describes mindfulness, the benefits to individuals who practice mindfulness, and the benefits that can be evident in the educational setting with teachers and students. It is evident that there is a place for mindfulness within the schoolhouse, but the path to mindfulness may require consistency over long periods of time, and time is not always a luxury schools can spare. For the program to succeed and see lasting impacts on teachers’ perceived stress, awareness of mindfulness, and increase in self-efficacy, it may take consistency over time, and teachers’ acceptance of mindfulness.

Details
Author

Parsons, Elizabeth

Title

Exploring the Effects of a Daily Audio-Guided Mindfulness Intervention for Teachers

Physical Description

1 online resource (94 pages) : PDF

Date

2023

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Teachers are experiencing high levels of stress resulting in higher attrition rates that are impacting student achievement and placing considerable burdens on schools. The practice of mindfulness in the classroom may be a way to help teachers cope with perceived stress, be aware of mindfulness, and increase self-efficacy. The purpose of this quantitative study was to investigate the effects of teacher participation in a daily audio-guided mindfulness intervention to determine if the practice of mindfulness for nine weeks affects their perceived stress levels, awareness of mindfulness, and self-efficacy. The researcher used pre-survey and post-survey data from the Mindfulness Awareness Attention Scales (MAAS), the Perceived Stress Scales (PSS), and the Teacher Sense of Efficacy Scales Survey (TSES) Short Form and program efficacy data was collected during the intervention. The study consisted of 41 participants. In this study, the researcher found that there was little to no significant change in teachers’ perceived stress levels and awareness of mindfulness. There was a small increase in teachers’ perceived self-efficacy. The research within this study describes mindfulness, the benefits to individuals who practice mindfulness, and the benefits that can be evident in the educational setting with teachers and students. It is evident that there is a place for mindfulness within the schoolhouse, but the path to mindfulness may require consistency over long periods of time, and time is not always a luxury schools can spare. For the program to succeed and see lasting impacts on teachers’ perceived stress, awareness of mindfulness, and increase in self-efficacy, it may take consistency over time, and teachers’ acceptance of mindfulness.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership

Degree

D.Ed.

Subject Area

Educational Leadership

Advisor(s)

Shore, Rebecaa

Committee Members

Lambert, Richard
Kudlats, Jamie
Good, Amy

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2023.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Parsons_uncc_0694D_13329

Permalink

http://hdl.handle.net/20.500.13093/etd:3169