The Impact of Mindfulness on Stress Levels of Teachers and Students
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Authors
Zhu, Peihan
Date
2023-12
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Peihan Zhu for the degree of Doctor of Education in Learning, Leadership, and
Community
Presented on July 26, 2023
Title: The Impact of Mindfulness on Stress Levels of Teachers and Students
Abstract approved:
________________________________________________
Christie Sweeney, Ed.D. Dissertation Committee Chair
The purpose of this study was to understand the impact of mindfulness practices on the
stress levels of teachers and students when those practices are integrated into the
classroom in a systematic and purposeful manner. This study utilized qualitative case
study methodology to investigate a mindfulness program’s impact on teachers and
students. Data were collected using surveys, interviews, and school resources about the
mindfulness program. Direct participants in this study were teaching/academic staff,
administrative staff, and school administrators. Students were indirectly involved in this
study. In this study, surveys were attempted by 46 teaching/academic staff and
administrative staff. A total of three school administrators completed the surveys.
Interviews were completed with five teaching/academic staff, one administrative staff,
and two school administrators. The researcher also reviewed 21 student surveys
designed, conducted, and provided by a wellness and social science educator at the
school. The findings from this study have indicated that when mindfulness practices are
implemented in a systematic and purposeful manner, as exemplified at the research site,
THE IMPACT OF MINDFULNESS ON TEACHERS AND STUDENTS iii
the program and the corresponding implementation of mindfulness practices
demonstrated positive impacts on the stress reduction of teachers and students, while
extending these impacts to administrators and the broader school community. Some
examples of these positive impacts: teachers stated that practicing mindfulness
transformed their teaching experiences, they felt less stressed, became more caring, and
experienced improved relations with students; students stated practicing mindfulness
helped them be calm, recenter, manage stress, and allowed them to resort to love and
confidence; participating faculty/staff observed school administrators used mindfulness
skills to connect the community as a whole; many participants described the mindfulness
program at the school, along with the variety of mindfulness practices, helped foster a
community of mutual understanding and connection.