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Effects of a Low-Dose Mindfulness-based Intervention on Stress and Burnout Levels of Teachers at an Urban Magnet Middle School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of a Low-Dose Mindfulness-based Intervention on Stress and Burnout Levels of Teachers at an Urban Magnet Middle School./
作者:	Brown, J. P.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
Contained By:	Dissertations Abstracts International84-12B.
標題:	Mental health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30528913click for full text (PQDT)
ISBN:	9798379724283

Effects of a Low-Dose Mindfulness-based Intervention on Stress and Burnout Levels of Teachers at an Urban Magnet Middle School.
Brown, J. P.

Effects of a Low-Dose Mindfulness-based Intervention on Stress and Burnout Levels of Teachers at an Urban Magnet Middle School. - 1 online resource (149 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

Thesis (Ed.D.)--Saint Leo University, 2023.

Includes bibliographical references

In the United States, K-12 public school teaching is one of the most stressful professions. In the absence of effective resources or mitigation strategies, untreated stress may result in a number of problematic consequences including occupational burnout, negative student outcomes, and overall institutional instability. Mindfulness-Based Interventions (MBIs) are shown to be an effective strategy for stress mitigation in Education and other high stress fields. Through the lens of Job Demands-Resource Theory (JD-R Theory), the current study examines the efficacy of administering an extremely low-dose MBI to affect the self-perceived stress levels, symptoms of burnout, class management skills, and student relationships of teachers who teach heterogeneous classes. The present mixed-methods study utilized a convenience sample of 6 participants who teach heterogenous classes at an urban magnet middle school. The duration of the study is 30 calendar days with a total of 4 contact hours. Participants were instructed in common mindfulness techniques and a high frequency primary technique purpose developed by the principal investigator. Results were measured using a pre- and post- administration of the Mindful Attention Awareness Scale (MAAS), the Maslach Burnout Inventory-Educator's Survey (MBI-ES), the Perceived Stress Scale (PSS), and custom Likert-surveys. Participants were also interviewed post-intervention with standardized interview questions and their journals were examined. In agreement with similar peer-reviewed MBIs for teachers, the results show strong trends indicating an inverse relationship between perceived stress and emotional exhaustion on the one hand, and the adoption of mindful traits on the other. Indicators of personal accomplishment also rise as stress levels decrease and mindfulness characteristics increase. A statistically significant inverse relationship was also detected between the mindful characteristics and decreases in emotional exhaustion. In addition, a strong negative relationship between frequency of utilizing the purpose designed technique and decreases in emotional exhaustion was detected. These results lend further support to the data from existing peer-reviewed studies which indicate that the efficacy of utilizing MBIs to mitigate teacher stress is promising. The findings also indicate that lower dose interventions and profession specific high frequency techniques warrant further study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379724283Subjects--Topical Terms:

534751
Mental health.
Subjects--Index Terms:

BurnoutIndex Terms--Genre/Form:

542853
Electronic books.

Effects of a Low-Dose Mindfulness-based Intervention on Stress and Burnout Levels of Teachers at an Urban Magnet Middle School.
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