Mindful practice for teachers: Relieving stress and enhancing positive mindsets

Abstract

ObjectivesThe present study aimed to determine the degree of stress relief and increase in mindfulness attributes experienced by 18 participants in an 8-week Mindful Practice for Teachers (MPT) program.MethodsThe mixed-methods study design included participant reflections collected throughout the study and self-report measures: Perceived Stress Scale (PSS), Positive Mindset Index (PMI), and Five Facets of Mindfulness Questionnaire (FFMQ).Data analysisPre- and post-program paired-samples t-tests were completed for the self-report measures. Inductive coding was completed for the participant reflections.ResultsThe participants (N = 18) reported a significant decrease in perceived stress pre-program and post-program. The significant changes in the sub-scales of the FFMQ were reported for observing, non-reaction, and non-judgment pre-program and post-program. A statistically significant change was reported for the PMI sub-scale stability which increased post-program. According to participant reflections, there was an increased awareness of the physiological response during positive and challenging events/incidents. The participants reported positive satisfaction pertaining to program materials, exercises, and activities.ConclusionFindings indicated that the participants experienced a decrease in their perceived level of stress and an increase in their mindfulness attributes consequently highlighting the benefits of mindfulness-based programs for teacher stress management. The MPT program may prove to be a positive intervention for managing work-related stress and providing teachers with simple, stress management resources.