The Effects of Mindfulness-Based Stress Reduction on Educator Efficacy

• Main Author: Olson, Melissa Anne
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2024
• Subjects: Education; Education philosophy; Educational administration; Educational philosophy; Educational psychology; Teacher education
• ISBN: 9798383687833

The burnout rate of educators is a growing concern, leading to high turnover rates and a negative impact on student achievement. Mindfulness-Based Stress Reduction (MBSR) is a promising intervention to address this issue. This study aimed to examine the effectiveness of MBSR on self-efficacy and professional-efficacy in K-12 teachers. A quantitative quasi-experimental study, including pre-and post-intervention questionnaires, was utilized. A paired-sample t-test was calculated to compare the mean of the emotional exhaustion pretest score to the mean post-test score. The mean of the pretest was 32.70 (sd=10.13), and the mean of the post-test was 27.35 (sd=6.84). A statistically significant increase from the pretest to the post-test was found (t (22) = 3.24, p < .05). Similarly, A paired sample t-test was calculated to compare the mean of the personal accomplishment pretest score to the mean post-test score. The mean of the pretest was 28.91 (sd=.46), and the post-test was 31.43 (sd=67.41). A significant decrease from the pretest to the posttest was found (t (22) = -2.312, p < (.05). The study has implications for teacher training programs and school administrators implementing MBSR to retain and support teachers in the classroom.