An Evaluation of a Mindfulness Curriculum on Teacher Outcomes in a Nonpublic Special Education Setting

stress;special education;mindfulness;burnout;emotional exhaustion;personal accomplishment;Special Education

Gosnell, Caitlin MCarran, Deborah ;

Johns Hopkins University

关键词: stress;    special education;    mindfulness;    burnout;    emotional exhaustion;    personal accomplishment;    Special Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/59973/GOSNELL-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Teachers within special education settings experience high rates of stress, which can lead to burnout and make it difficult for teachers to proactively model social-emotional competencies and effectively manage their classrooms. A quasi-experimental study was conducted to evaluate the effects of a specific mindfulness-based social-emotional learning program for the classroom on teacher outcomes (i.e., mindfulness, emotional exhaustion and personal accomplishment). Mindfulness was measured using the Five Factor Mindfulness Questionnaire (FFMQ) and components of burnout were measured using the Maslach Burnout Inventory-Educator Survey (MBI-ES). A statistically significant effect was found for one subscale (Observe) of the FFMQ. No statistically significant effects were found for the rest of the FFMQ or the MBI-ES subscales. Despite these findings, participants regarded the program highly. Participants also identified some challenges to implementation of mindfulness in the classroom. A common challenge was that of time-related concerns, which reiterates the need to further examine the problem of teacher stress, as well as interventions, such as mindfulness, to support the problem.