Effects of a Mindfulness Intervention to Improve Teachers’ Well-being

Authors

Andrea P. Almaguer-Botero, The University of Texas Rio Grande Valley
Eva L. Miller, The University of Texas Rio Grande Valley
Roy K. Chen, The University of Texas Rio Grande ValleyFollow
Ralph Carlson, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

7-13-2023

Abstract

Teacher attrition has increased by 50% over the past 15 years. The purpose of this study was to determine whether a mindfulness-based intervention would be effective for reducing stress and increasing mindfulness, self-efficacy, job satisfaction, and well-being among teachers at Title I (low-income) schools. The researchers evaluated the effects of a mindfulness intervention created specifically for teachers using a four-way ANOVA (2 × 3 × 2 × 5) with two between subjects’ factors, groups and levels, and two within subjects/repeated measures factors, pretest-posttest and scales. While the study did not show significant effects for mindfulness, stress, self-efficacy, and well-being, teachers in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group. These results are commensurate with previous studies that suggest with a mindfulness-based intervention, teachers report increased job satisfaction.

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Recommended Citation

Almaguer-Botero, A. P., Miller, E. L., Chen, R. K., & Carlson, R. (2023). Effects of a Mindfulness Intervention to Improve Teachers’ Well-being. Trends in Psychology, 1-16. https://doi.org/10.1007/s43076-023-00318-3

DOI

10.1007/s43076-023-00318-3