Date of Award
Doctor of Education in School Leadership
Center for Leadership & Learning
College of Education
Dr. Sarah Gordon
Second Committee Member
Dr. Pam Dixon
Third Committee Member
Dr. Danielle Stewart
Dr. John Freeman
Dean of Graduate College
Dr. AJ Anglin
Mindfulness training has been identified as a promising means for cultivating social and emotional competencies and reducing stress. The purpose of the quantitative pre-post study using convenience sampling of educators in a rural K-12 in the Arkansas River Valley was to examine whether teachers’ participation in mindfulness activities were associated with changes in levels of stress, anxiety, depression, and job satisfaction. The study used the Depression, Anxiety, and Stress Scale (DASS-21) and the Job Satisfaction Survey (JSS) and measured the responses from novice (0-3 years) and experienced (4+ years) teachers. The findings revealed that there was no difference between the control and experienced groups on the DASS-21 and the JSS surveys; however, there was a significant difference among the experimental groups self-reported pre and posttests (novice and experienced). Even though this was not an original hypothesis, it was found that those who participated in mindful activities such as meditation and breathing techniques reported decreased depression, anxiety, and stress scores on the DASS-21 posttest. Moreover, the mindful activities appeared to benefit the experimental novice teachers as reported on the pre and post JSS surveys.
Martin Hettinga, Shawn M., "The Impact of Mindfulness Practices in Teachers" (2022). ATU Theses and Dissertations 2021 - Present. 34.
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