Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

Teaching is currently rated as one of the topmost stressful occupations. Concerningly, chronic levels of stress can lead to poor mental and physical health, occupational burnout, and teacher attrition; all of which have a negative impact on student outcomes. Mindfulness-based interventions (MBIs) are commonly used to combat occupational stress by enhancing educator well-being. There is compelling evidence to support these types of interventions with teachers. However, the length of many MBIs may make them prohibitive for the average educator to participate in them. The literature suggests that a briefer format may be just as effective at reducing stress, but more research needs to be done specifically with this population. Thus, the current study adapted a brief two-week MBI and tailored it toward in-service educators. By using a randomized controlled trial with a wait-list control, the present study examined the effectiveness of this brief educator mindfulness (i.e., B.E. Mindful) intervention on its ability to improve educator well-being through the reduction of stress and burnout. The results demonstrated significant improvements in positive affect and reductions in stress compared to the control. The findings of this study offer initial support for a more time- and resource-efficient and, therefore, more scalable approach to the prevention and management of teacher stress.

Date

7-25-2025

Committee Chair

Long, Anna

DOI

10.31390/gradschool_dissertations.6873

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