Date of Award

1-1-2019

Document Type

Dissertation

Degree Name

Ph.D.

Department

Child, Family and School Psychology

First Advisor

Tara Raines

Keywords

Mindfulness, School Climate, School Psychology, Self-Efficacy, Teacher Self-Efficacy

Abstract

Burnout, teaching self-efficacy, and school climate are hot topics in education. Daily stressors create feelings known as burnout, including emotional exhaustion, detachment from teammates, and a decline in feelings of professional competence. The alarmingly high rate of educator turnover illustrates a critical juncture in education. Therefore, interventions are required to improve a teachersâ?? ability to manage student behaviors, provide quality instruction, maintain student engagement, and sustain an atmosphere of collegiality with teammates and administrators.

Mindfulness is a concept that is best understood as moment-to-moment, non-judgmental awareness cultivated through the practice of meditation and calming activities. These interventions are being utilized in schools all over the world to improve student and teacher outcomes. This study identified how mindfulness trainings improve teacher self-efficacy and perceptions of school climate during four weeks of training using a mindfulness curriculum. A convenience sample of public educators from a large urban district in Colorado were participants. The researcher hypothesized that participants will change perceptions of teaching self-efficacy and school climate. Results indicated that mindfulness trainings had a positive impact on educatorsâ?? sense of efficacy in instructional strategies and school, parent and community relationships.

Provenance

Recieved from ProQuest

Rights holder

Sarah K. Killion

File size

110 p.

File format

application/pdf

Language

en

Discipline

Educational psychology, Education, Psychology

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