Evaluating a mindfulness program for teachers as an intervention for teacher burnout in urban, low-income schools

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dc.contributor.advisorBuckingham, Justin
dc.contributor.authorAncona, Matthew
dc.contributor.departmentTowson University. Department of Psychology
dc.date.accessioned2015-12-17T19:38:00Z
dc.date.available2015-12-17T19:38:00Z
dc.date.issued2013-02-20
dc.date.submitted2012-12
dc.description(M.A.) -- Towson University, 2012.
dc.description.abstractThis 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.
dc.formatapplication/pdf
dc.format.extentiv, 43 pages
dc.genretheses
dc.identifierdoi:10.13016/M2D43W
dc.identifier.otherTF2012Ancona
dc.identifier.urihttp://hdl.handle.net/11603/2130
dc.language.isoeng
dc.relation.ispartofTowson University Archives
dc.relation.ispartofTowson University Electronic Theses and Dissertations
dc.relation.ispartofTowson University Institutional Repository
dc.rightsCopyright protected, all rights reserved.
dc.titleEvaluating a mindfulness program for teachers as an intervention for teacher burnout in urban, low-income schools
dc.typeText
dcterms.accessRightsThere are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.

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