Evaluating a mindfulness program for teachers as an intervention for teacher burnout in urban, low-income schools
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Type of Workapplication/pdf
iv, 43 pages
DepartmentTowson University. Department of Psychology
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This study evaluated the efficacy of a mindfulness program for teachers to mitigate teacher burnout. Forty three teachers completed baseline and posttest measures of teacher stress, teacher efficacy, and teacher burnout. Those in the intervention group participated in 6 one hour sessions of a mindfulness program over three weeks. The intervention was led by the Holistic Life Foundation and consisted of deep breathing techniques, body relaxation techniques, and brief meditations. This intervention proved useful for reducing stress and burnout symptoms however analyses failed to detect a significant effect. Further study should address the issue of sample size and also refine the timing and elements of the intervention.