The purpose of this study was to examine the effects of mindfulness-based training on perceived teacher stress, anxiety, and morale. Treatment and control participants were teachers employed in urban and suburban public schools. Treatment participants were given three, hour-long mindfulness-based training sessions facilitated by a certified Mindful Schools instructor, exit tickets, independent practice logs, and focus group interviews. All participants were given pre- and post-surveys. There was a significant difference between pre-anxiety levels for control and treatment groups. No significant differences were found between control and treatment groups for pre- to post-stress, pre- to post-morale, or post-anxiety levels. Findings showed positive correlations for treatment participants’ pre- to post-stress levels, pre- to post-anxiety levels, and interactions with students.
|Advisor:||Patterson, Alice E|
|Commitee:||Hayes, Tammy K, Diehl, Dean|
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Occupational psychology, Educational psychology|
|Keywords:||Anxiety, Mindfulness, Morale, Stress, Teacher, Training|
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