Preferred Name
Jake Nadler
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
8-9-2024
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy Gilligan
Debi Kipps-Vaughan
Michele L. Kielty
Abstract
The purpose of this study was to examine the impacts of participating in a teacher wellness program on teachers’ self-reported stress, well-being, mindfulness, and burnout. Participants included a small group of teachers from a primary school and elementary school in a small school district in rural Virginia. Self-reported stress as it relates to inadequate school-based support and teaching-related demands decreased from pre- to post-test completion, however none of these changes were significant. Teacher subjective well-being as it relates to school connectedness and teaching efficacy increased slightly yet was not significant. Teacher mindfulness defined by aspects of calmness, clarity, and kindness significantly increased after participating in the teacher wellness program. Both teacher anti-thesis mindfulness and burnout were decreased significantly from pre- to post-test measures. Participant feedback suggests that participating in the program was an enjoyable and fulfilling experience due to discovering shared experiences with other teachers and having a space to process. The results indicate the potential benefit of providing stress and wellness interventions for teachers.
Recommended Citation
Nadler, Jacob, "Teacher Wellness: Cognitive-Behavioral, and Mindfulness Techniques (CBM)" (2024). Educational Specialist, 2020-current. 86.
https://commons.lib.jmu.edu/edspec202029/86
