Effects of Mindfulness-Based Training on Teacher Stress, Anxiety, and Morale

Abstract

The purpose of this study was to examine the effects of mindfulness-based training on perceived teacher stress, anxiety, and morale. Treatment and control participants were teachers employed in urban and suburban public schools. Treatment participants were given three, hour-long mindfulness-based training sessions facilitated by a certified Mindful Schools instructor, exit tickets, independent practice logs, and focus group interviews. All participants were given pre- and post-surveys. There was a significant difference between pre-anxiety levels for control and treatment groups. No significant differences were found between control and treatment groups for pre- to post-stress, pre- to post-morale, or post-anxiety levels. Findings showed positive correlations for treatment participants’ pre- to post-stress levels, pre- to post-anxiety levels, and interactions with students.