Preferred Name

Jake Nadler

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.

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