The Benefit of Mindfulness Professional Development for Elementary Teachers: Considerations for District and School Level Leaders

Autor/inn/en	Akhavan, Nancy; Goree, Janeen M.; Walsh, Nichole
Titel	The Benefit of Mindfulness Professional Development for Elementary Teachers: Considerations for District and School Level Leaders
Quelle	In: Journal of School Administration Research and Development, 6 (2021) 1, S.24-42 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-8496
Schlagwörter	Metacognition; Stress Management; Teacher Burnout; Teacher Student Relationship; Elementary School Teachers; Relaxation Training; Professional Development; Program Effectiveness; Rural Schools; California + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stressmanagement; Stressbewältigung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule; Lehrende; Entspannungstraining; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kalifornien
Abstract	Using an embedded quasi-experimental mixed method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress. (As Provided).
Anmerkungen	Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01