Theses and Dissertations
Date of Award
5-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Rehabilitation Counseling
First Advisor
Dr. Eva Miller
Second Advisor
Dr. Ralph Carlson
Third Advisor
Dr. Roy Chen
Abstract
The purpose of this study was to improve the classroom environment for teachers by providing them with a mindfulness-based intervention. This experimental study evaluated the outcomes of an eight-week stress and mindfulness prevention intervention (SPAM) created specifically for teachers. The current study measured the following variables: mindfulness, stress, self-efficacy, job satisfaction, and well-being. This study used a four-way ANOVA (2 X 3 X 2 X 5) with two between subjects’ factors, groups and levels, and two within subjects/repeated measures factors, pre-test-posttest and scales. There were 14 teacher participants in the experimental group and 19 teacher participants in the control group. Although the study did not show any significant effects for mindfulness, stress, self-efficacy, and well-being for either group, teacher participants in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group from pre-post outcomes. Future directions related to mindfulness-based interventions are discussed and recommendations for researchers, educators, and education administrators are provided.
Recommended Citation
Almaguer-Botero, Andrea P., "Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention" (2020). Theses and Dissertations. 606.
https://scholarworks.utrgv.edu/etd/606
Comments
Copyright 2020 Andrea Almaguer-Botero. All Rights Reserved.
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