Date of Award
5-2020
Document Type
Action Research Project
First Advisor
Emily Leutgeb
Department/School
Education
Abstract
Teachers experience high levels of stress due to the demands of their profession. The purpose of this study is to determine if mindfulness and meditation have an effect on stress levels and self-efficacy. The researcher-participants were two female teachers in public schools. Five days a week for four weeks, the participants practiced mindfulness activities from a curated list including Body Scan, Meditation, Breathing, Yoga, and Journaling.. The participants detailed their stress levels before and after the intervention each day and weekly through different means of data collection. The study used pre- and post-intervention questionnaires, daily journals, and weekly questionnaires to track stress levels. The intervention findings show an overall decrease in stress, one participant’s self-efficacy improved, and the other participant’s self-efficacy decreased. Future research should consider a more varied participant base, a longer period of intervention, a control and experimental group, and other forms of data collection.
Recommended Citation
Netz, April and Rom, Lauren. (2020). Effects of Mindfulness on Teacher Stress and Self-Efficacy. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/361