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