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Evaluating the needs of trainers in implementing a school-wide meditation program

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Evaluating the needs of trainers in implementing a school-wide meditation program

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Content Running head: EVALUATING THE NEEDS OF TRAINERS IN IMPLEMENTING 1

Evaluating the Needs of Trainers in Implementing a School-wide Meditation Program
by
Julie Troletti, M. Ed

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Julie Troletti
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 2

DEDICATION
This labor of love would not be possible without the undying support and love from my
family. There is not a day that goes by that I am not thankful for how fortunate I am to have you
nearby and always at my side. I dedicate this to you in recognition of how you have helped me
make this dream become a reality. To my mom and dad, Sharon and Phil, who never doubted me
and encouraged me to pursue this dream from the moment they found out about my acceptance
to USC. I still have the bouquet of flowers with the graduate stick figure that you gave me upon
the news. Whether it was watching the kids while I did my coursework or picking up food when
I didn’t have time, your support has never been taken for granted. You never made this seem like
a silly endeavor and always let me know that I could accomplish anything to which I set my
mind. To my sisters, Randi and Cindy, no one is as lucky as me when it comes to siblings. You
watched me struggle at times, and always had words of encouragement when I needed them
most. You are cherished. To Ashley, Josh, and Zach, my niece and nephews. You might not be
aware of how much you have helped me as well. Whether it was meeting at Starbucks to write,
or taco runs at 1:00 am, you have given me reasons to laugh. Most importantly, to my beautiful,
funny, and smart boys, David and Danny. You are my reason for everything. While you didn’t
mind the lack of home cooked meals, preferring Taco Bell to my cooking, I do appreciate your
patience and understanding for the events I missed over the past 3 years. You two have come
through for me when I have needed it most. You showed your support through little
things…riding to McDonalds to get me an ice tea, walking the dog, and doing your laundry
without me having to ask. I love you and am so proud of the young men you have become. And
David, don’t worry, I will reciprocate the support when you are working on your Ph. D.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 3

ACKNOWLEDGEMENTS
It is important to acknowledge those that have helped me throughout this program. To
OCL Cohort 3, your knowledge, experience, and humor made this adventure a memorable one!
Through Immersion, class time, Skype, Facebook, and our chats, it is hard to believe that we
have been separated by time zones and oceans. It was comforting to know that I was not going
through this alone! #nodoctorsdown
Thank you to Lynn Kaplan. Your assistance has been invaluable, and I am truly thankful
for your introduction to Transcendental Meditation.
To my amazing advisor, Dr. Monique Datta. You have the amazing ability to know when
to light a fire under me, and when to let me do my thing. I do not know how you pack so much
into your daily schedule, yet you always have time for questions and concerns. Your aloha spirit
has made this process less stressful!
I have also been privileged to have a great dissertation committee. Heartfelt thank you’s
to Dr. Larry Picus and Dr. Kathy Hanson. Your feedback, support, and dedication is greatly
appreciated.
Lastly, I have been fortunate to have an amazing sounding board and shoulder to cry on.
To the other dragon slayer, your ability to talk me out of my crazy tree has been at times, the
only thing that kept me going. You let me talk through my frustrations, fears, and challenges,
always reminding that, “the only good dissertation is a done dissertation.” You helped bring
clarity when all I saw was murkiness. While at times you may have gotten tired of telling me,
“You’ve got this,” I never tired of hearing it! Your friendship and support has helped make this
possible.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 4

Table of Contents
DEDICATION ................................................................................................................................ 2
ACKNOWLEDGEMENTS ............................................................................................................ 3
LIST OF TABLES .......................................................................................................................... 7
LIST OF FIGURES ........................................................................................................................ 8
ABSTRACT .................................................................................................................................... 9
CHAPTER ONE: INTRODUCTION ........................................................................................... 10
Introduction of the Problem Practice ........................................................................................ 10
Importance of the Problem ........................................................................................................ 13
Organizational Context and Mission ......................................................................................... 14
Performance Goals .................................................................................................................... 16
Description of Stakeholder Groups ........................................................................................... 17
Stakeholders’ Performance Goals ............................................................................................. 20
Stakeholder Group for the Study ............................................................................................... 20
Purpose of the Project and Questions ........................................................................................ 21
Conceptual and Methodological Approach ............................................................................... 22
Definitions of Terms ................................................................................................................. 23
Organization of the Project ....................................................................................................... 23
CHAPTER TWO: LITERATURE REVIEW ............................................................................... 25
Review of the Literature ............................................................................................................ 25
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 5

Using Meditation as a Way to Combat Student and Teacher Stress ......................................... 25
Knowledge, Motivation, and Organization Influencers on TM Trainers .................................. 41
Clark and Estes Gap Analysis Conceptual Framework ............................................................ 41
CHAPTER THREE: METHODOLOGY .................................................................................... 56
Purpose of the Project ............................................................................................................... 56
Research Questions ................................................................................................................... 56
Conceptual Framework and the Relationship Between Stakeholders’ Knowledge, Motivation,
and Organizational Influencers ................................................................................................. 57
Participating Stakeholders ......................................................................................................... 60
Interview Sampling Strategy and Rationale .............................................................................. 60
Data Collection and Instrumentation......................................................................................... 64
Data Analysis ............................................................................................................................ 67
Credibility and Trustworthiness ................................................................................................ 69
Ethics ......................................................................................................................................... 71
Limitations and Delimitations ................................................................................................... 72
CHAPTER FOUR: RESULTS AND FINDINGS ........................................................................ 75
Data Collection .......................................................................................................................... 76
Demographic Data..................................................................................................................... 77
Results and Findings for Knowledge and Skills Causes ........................................................... 77
Results and Findings for Motivation Causes ............................................................................ 83
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 6

Results and Findings for Organizational Causes ...................................................................... 89
Conclusion ................................................................................................................................. 96
CHAPTER FIVE: SOLUTIONS AND RECOMMENDATIONS ............................................... 99
Recommendations for Practice to Address KMO Influences ................................................... 99
Summary ................................................................................................................................. 132
Strengths and Weaknesses of This Approach ......................................................................... 132
Limitations and Delimitations ................................................................................................. 133
Future Study ............................................................................................................................ 136
Conclusion ............................................................................................................................... 137
REFERENCES ........................................................................................................................... 139
APPENDICES ............................................................................................................................ 156
Appendix A: Information Sheet .............................................................................................. 156
Appendix B- Recruitment Email ............................................................................................. 157

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 7

LIST OF TABLES

1 Organizational Mission, Global Goal, and Stakeholder Performance Goals 20

2 Knowledge Influencers 47

3 Motivation Influencers 51

4 Organizational Influencers 54

5 KMO Question Identification 62

6 Themes Found in Data Collection 76

7 Validation of Knowledge Assumptions 78

8 Validation of Motivation Assumptions 83

9 Validation of Organizational Assumptions 89

10 Summary of Validated Knowledge Influences and Recommendations 100

11 Summary of Validated Motivational Influences and Recommendations 104

12 Summary of Validated Organizational Influences and Recommendations 108

13 Outcomes, Metrics, and Methods for External and Internal Outcomes 114

14 Critical Behaviors, Metrics, Methods, and Timing 115

15 Required Drivers to Support Critical Behaviors of The Meditation Program
Trainers
117

16 Sample Three-Day Training Schedule 121

17 Components of Learning for the Program 124

18 Components to Measure Reactions to the Program 126

19 Immediately Following Training Tools 129

20 Delayed Training Program Evaluation Tools 131
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 8

LIST OF FIGURES

1 Conceptual Framework of the Knowledge, Motivation, and
Organizational Influences
58

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 9

ABSTRACT
Student stress levels can lead to negative behaviors, both academically and personally.
Meditation programs designed to help reduce student stress are appearing in schools across the
country. Participating schools have trainers of Transcendental Meditation (TM) dedicated to the
training of all school staff in the practice of meditation. The purpose of this study was to identify
the knowledge, motivation, and organizational influencers needed by TM trainers to successfully
coach and mentor all staff in the implementation of The Meditation Program (TMP). This study
was a qualitative study conducted at schools participating in The Meditation Program throughout
California and its neighboring states. Participants included TMP trainers at schools participating
in the program. Seven trainers were interviewed. For data analysis, coding was used. The results
from this study highlighted the influencers needed by TMP trainers to successfully train teachers
at participating schools. Identifying these influencers can assist all staff members in the
implementation of The Meditation Program.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 10

CHAPTER ONE: INTRODUCTION
Introduction of the Problem Practice
An increase in psychological stressors in K-12th grade students are manifesting into
negative behaviors (Barnes, Bauza, & Treiber, 2003). According to Aleccia (2014), 30% of teens
claim to feel sad or depressed due to extreme stress during the school year. Family
disintegration, economic inequities, information overload, and academic pressure have been
identified as stressors that can negatively affect students’ emotional and psychological well-
being (Armacost, 1990). Some of the negative effects caused by these stressors are chronic sleep
deprivation, decrease in physical activity, lack of concentration, risky behaviors, and poor
decision-making skills. These negative behaviors can have an adverse effect on student
achievement (Lui, 2011). With student achievement now measured by performance-based tasks,
requiring high levels of critical thinking and application of knowledge, these psychological
stressors and their manifestations can hinder a student’s success on these measurements. In an
educational environment that places extreme importance on academic achievement, the need to
target these behaviors is crucial.
In addition to affecting students, increased stress can negatively affect teachers and
school staff. A report from the Health and Safety Executive confirmed that teaching is one of the
most stressful professions, with 41% of teachers surveyed reporting high levels of occupational
stress (Smith, Brice, Collins, Matthews, & McNamara, 2000) where as participants in
comparable professions reported lower amounts of high levels of stress: 31% in nursing, 29% in
managerial jobs, and 27% in professional and support management. In a 2009 study of 1,201 K-
12
th
grade teachers, 742 of whom were in California, 40% of the participants reported feeling
“disheartened” due to stress in the teaching profession (Richards, 2012). A leading indicator of
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 11

stress levels according to this study was the socio-economic status of the majority of a school’s
student population, which is also a leading indicator in student stress levels (Jensen, 2009).
Unrealistic expectations, student achievement, and changing standards and pedagogy were also
identified as influencers leading to teacher stress and teacher turn over (Richards, 2012).
Stoppler (2018) defines stress as a “physical, mental, or emotional factor that causes
bodily or mental tension.” Stress can be caused by external or internal factors, or a combination
of both. School is where students spend much of their day and has been found to contribute
greatly to students’ stress. The pressure of academic achievement has been identified as one of
the most prominent of school related stressors (Byrne, Davenport, & Mazanov, 2007; Lui & Lu,
2010). Students react to the external stress that is placed upon achievement and the internal stress
of wanting to do well in school. Lui and Lu (2010) found that 87% of their 466 high school
student sample had lower achievement scores when faced with elevated levels of academic
stress. According to the American Psychological Association (2013), 10% of teens reported
receiving lower grades than they were capable of because of their stress levels. Additionally,
21% of teens reported neglecting school work or school responsibilities because of high stress
levels. While some students thrive under the pressure associated with achievement, the majority
do not.
Research shows that student-teacher relationships deteriorate as students matriculate
through middle and high school (Hampel & Petermann, 2004). There is a direct correlation
between increased student stress and the emphasis that teachers put on academic performance .
In addition, there is also a relationship between the amount of stress that teachers are under
regarding test scores and the stress felt by their students. There is evidence that the student-
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 12

teacher relationship plays a significant role in student achievement and motivation (Eccles &
Midgley, 1990). This cycle of reciprocal stress can be detrimental to both students and teachers.
Another school related stressor is social interaction. Interpersonal stressors play a
significant role in a student’s daily experience. These stressful transactions revolve around
dealings with gossip, disagreements with friends or family, and communication with teachers
(Hampel & Petermann, 2004). In other environments, these everyday occurrences may be
benign, but due to biological factors such as puberty, these social interactions can become very
stressful. The psychological changes that also occur during this transitional period have an
impact on the effect of social stressors. Because of these reasons, the social aspect of school can
influence achievement and determine the quality of a child’s educational experience (Hampel &
Petermann, 2004).
One possible solution for combating student and teacher stress is the introduction and
practice of meditation during the school day. The Clear Foundation, a non-profit organization
operating across the United States dedicated to the teaching and training of Transcendental
Meditation (TM), has created a program specifically for this purpose called The Meditation
Program (TMP). This program partners with schools and provides trainers to work with and train
school staff on the implementation of The Meditation Program. TMP trainers also work with
students, with the assistance of the classroom teacher. It is imperative that the classroom teachers
both practice TM on their own and support the program. TMP trainers need to understand not
only the principles and practice of TM, but also need to be able to train adults on the
implementation of the program. For a school to institute this type of program, the trainers of The
Meditation Program need to be included in the facilitation of this program at participating
schools.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 13

Importance of the Problem
The problem of rising student stress levels is important to address and solve for a variety
of reasons. Physical and behavioral manifestations from increased adolescent stress can
negatively affect a student’s ability to adjust to academic and personal obligations (Ortuno-
Sierra, Aritio-Solana, Luis, De, & Fonseca-Pedrero, 2015). Increased stress is leading to lower
levels of life satisfaction and ability to perform in school (Lui & Lu, 2010; Ortuno-Sierra et al.,
2015; Suldo, Shaunessy, & Hardesty, 2008). It is imperative that effective coping skills for
students become part of the curriculum if educators and parents want to see a decrease in the role
stress plays in children’s lives. For students, parents, and staff to deal with changes in the
adolescent brain and the emphasis on the importance of test scores in schools and college
acceptance rates, schools are looking for ways to educate students on coping with increasing or
consistent stress levels.
Teacher and staff stress levels are also important to address. High levels of teacher stress
impacts teacher turnover, teacher health, and teacher burn-out (Prilleltensky, Neff & Bessell,
2016). Various studies attribute 30-50% of the reasons that new teachers leave the profession
within the first five years of teaching is because of stress (Blazer, 2006; Ingersoll, Merrill, &
Stuckey, 2014; Prilleltensky et al., 2016). High teacher turnover often results in less experienced
teachers in the classroom and a lack of continuity and consistency for students. Occupational
stress manifestations are strongly associated with heart disease, hypertensive diseases,
gastrointestinal disorders, insomnia, depression, and alcoholism (Jepson & Forrest, 2006).
Additionally, teacher burn-out can lead to poor classroom management which can lead to issues
with student behavior and a lack of an educational environment conducive to learning (Chang,
2009).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 14

Organizational Context and Mission
Many schools across the country are finding methods to combat student stress (Dokoupil,
2016) and teacher stress. Partnering with community organizations, schools are bringing in those
trained in Transcendental Meditation to train all school staff, including teachers, administrators,
aides, maintenance and office staff, and add a stress relief component to the daily curriculum.
One such organization providing meditation education is The Clear Foundation. The Clear
Foundation is a pseudonym for a nationwide, secular, non-profit organization dedicated to the
education and practice of Transcendental Meditation. The Clear Foundation’s (TCF) goal is to
help prevent and eradicate the trauma and stress among at-risk populations through promoting
widespread implementation of the evidence-based Transcendental Meditation (TM) program to
improve their health, cognitive capabilities and performance in life.
In 2005, The Clear Foundation (TCF) introduced Transcendental Meditation to over
500,000 children and adults, mostly in underserved communities (The Clear Foundation, 2018).
The mission for this organization is “…to prevent and eradicate the all-pervasive epidemic of
trauma and toxic stress among at-risk populations through promoting widespread implementation
of the evidence-based Transcendental Meditation (TM) program to improve their health,
cognitive capabilities and performance in life” (The Clear Foundation, 2018, para. 1).
To further their mission, The Clear Foundation created The Meditation Program (TMP).
The Meditation Program is a program found in elementary, middle, and high schools across the
country, focused on the introduction of Transcendental Meditation as a way to combat traumatic
or severe stress. TMP provides trained TM practitioners who work closely with school staff.
These TM practitioners, or trainers, train the entire school staff on the elements and practice of
Transcendental Meditation. They then work with school staff on the training of students in the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 15

practice of Transcendental Meditation. The purpose of this training is to have the entire school,
staff and students alike, practicing TM twice a day, 10-minute sessions each time, throughout the
school day. Participating schools have built these sessions into the regular school schedule. This
program is centered around the idea that stress is an obstacle that stands in the way of learning,
and in addition to impeding learning, stress undermines both physical and mental health.
At its inception, the mission of The Meditation Program focused on at-risk populations.
This group is defined as those students that are poorly equipped to perform academically (Bulger
& Watson, 2006). At one-time, at-risk students were identified as those from minority or low-
income families and neighborhoods. Chen, Kaufman, and Frase (1997) identified five risk
factors to identify at-risk students. They included students having low socio-economic status,
students from a single parent family, students with at least one sibling that dropped out of school,
students that have changed schools at least two or more times, those that have repeated a grade,
or students that have grades lower than a ‘C’ from 6
th
to 8
th
grade. This definition has been
expanded to include other characteristics that might put students at a disadvantage or interfere
with learning such as lack of technology proficiency, internal characteristics such as depression,
and environmental factors (Bulger & Watson, 2006). It is this recent definition that is utilized in
the quest to bring Transcendental Meditation to those in need of improvement in areas of health
and mental wellness.
By creating partnerships with other organizations and trained instructors, TCF hopes to
bring the teaching and practice of Transcendental Meditation to mainstream industries such as
government, education, health-care, and business. Of these fields, education is facing challenges
in part because of the number of students facing a lack of resources due to age, environment or a
lack of coping skills (Bulger & Watson, 2006). Through the creation of The Meditation Program
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 16

(TMP), TCF is able to bring Transcendental Meditation into schools that service at risk students
and students suffering from severe stress and anxiety. The Meditation Program is in schools
throughout the country and is intended to help the Foundation fulfill its mission.
The Meditation Program introduces and instructs all school staff in transcendental
meditation, with the understanding that the staff will then assist the TMP trainers in the
implementation of TM as part of the daily schedule for students. Across the country, The
Meditation Program sends TM trainers into schools, and these trainers work with schools
throughout the year. Through two 10-minute TM sessions a day, both staff and student stress
levels should decrease and their ability to learn should increase.
Performance Goals
The Meditation Program has a goal of reaching 100% participation of each class,
regardless of grade or subject, in every school with which it works, by June 2018. Every class in
each participating school will be practicing Transcendental Meditation two times a day, every
school day. To reach this goal, each participating school has a full time TMP trainer. The intent
is to provide support and TM education to the entire school staff, regardless of position. Part of
TMP asks all employees at participating schools to practice TM throughout the school day.
Additionally, the TM trainers’ support will enable teachers to support the practice of TM with
students. The Meditation Program trainers provide individualized support to students and staff if
needed, and host TM workshops, assemblies, and mentoring.
For this program to be successful, schools that are interested in The Meditation Program
must fully commit to participating and supporting the TM trainers. The cornerstone of this
commitment is allowing TM trainers to become part of the school community. School staff and
TM trainers work together to keep lines of communication open between school and home, and
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 17

staff and students. School staff and TM trainers collaborate on students’ successes and trials in
the area of meditation. Because of the nature of Transcendental Meditation, there may be times
when during and following meditation, thoughts, emotions, or concerns arise with students that
can become uncomfortable or difficult to process. It is not uncommon during meditation for
disturbing thoughts and memories to surface as well (Mental Health Daily, 2017). School staff
and The Meditation Program staff work together to support students through these difficult
experiences.
Another goal of The Meditation Program is to increase the number of schools with which
it partners. According to The Clear Foundation, there are hundreds of schools on the waiting list
for this program, and funding needs to be identified (David Lynch Foundation, 2017). Most
participating schools finance this program through grant funding. It is estimated that a school
will need commit $100,000 per year to implement this program. This covers the cost of TMP
staff, tools and materials, and training. Because of this commitment of resources, it is important
that the school is stead-fast in its pledge to implement The Meditation Program. There are other
costs associated with this program that the Foundation absorbs. Because of this, The Clear
Foundation holds many fundraising events throughout the year in hopes of increasing funding for
The Meditation Program.
Description of Stakeholder Groups
According to Sustaining Reading First (2009), “A stakeholder is an individual or group
with an interest in the success of an organization in fulfilling its mission” (p. 4). Stakeholders
can be staff, students, board members, community members, or parents. Many stakeholders are
involved with The Clear Foundation, The Meditation Program, as well as with the schools
participating in The Meditation Program.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 18

One group of stakeholders with an interest in the success of The Meditation Program are
the students attending schools that are participating in the program. Research has shown that
students practicing TM have reported, “a state of restful alertness and greater capacity for self-
reflection, self-control, and flexibility as well as improved academic performance” (Rosaen &
Benn, 2006, para. 1).
Another important stakeholder group is the entire school staff at participating schools.
Because The Meditation Program’s foundation is centered around the practice of Transcendental
Meditation, all school staff members are educated and trained in the practice of TM. Every
member of a school’s staff, both inside the classroom and outside the classroom, take part in the
program; it is not limited to teachers. All staff members, including office personnel, maintenance
staff, cafeteria workers, administrators, and teachers, are expected to participate by meditating at
specific times each school day. These set times are scheduled into classroom daily schedules, as
well as work schedules. With a school-wide initiative such as TMP, school staff play an integral
part in its implementation and execution.
A third group of stakeholders are the trainers of Transcendental Meditation and The
Meditation Program. It is this group that will be the focus of this study. Representatives from
The Clear Foundation help implement and teach The Meditation Program and play an integral
part in participating schools’ success with the program. These representatives are the TM trainers
and will be referred to as TMP trainers throughout the study. The trainers teach and ensure that
teachers are trained in this program and students take part in it. Because The Clear Foundation
sponsors the training and implementation of this program, it is in their interest to see the schools
benefit from The Meditation Program and the practice of Transcendental Meditation.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 19

The Meditation Program trainers are heavily involved with both the Foundation and at
various school sites. TMP trainers are responsible for going into schools and training
administrators and teachers in Transcendental Meditation and The Meditation Program. As
trainers, it is their responsibility to train all school staff on the practice of TM. All staff members
should be trained and able to teach TM to the students. It is up to the trainers to have school staff
understand the various techniques that make up TM and The Meditation Program. TM trainers
have a stake in the success of the Foundation and The Meditation Program because a goal of the
organization is to bring the program to more schools throughout California and the country. TM
trainers also believe deeply in The Meditation Program and want it to succeed so that it can help
students. Additionally, all trainers are also practitioners of TM.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 20

Table 1

Organizational Mission, Global Goal, and Stakeholder Performance Goals
Stakeholders’ Performance Goals
Organizational Mission
The Clear Foundation helps to prevent and eradicate the all-pervasive epidemic of trauma and
toxic stress among at-risk populations through promoting widespread implementation of the
evidence-based Transcendental Meditation (TM) program to improve their health, cognitive
capabilities and performance in life.
Organizational Performance Goal
The Meditation Program has a goal of reaching 100% participation in every school with which it
works. Every class in each participating school will be practicing Transcendental Meditation 2
times a day, every school day.
Stakeholder Goal
By the end of June 2018, TM trainers will train and coach school staff on the practice and
implementation of Transcendental Meditation (TM) that will result in 100% of the staff’s
utilization of TM in the classroom.
Meditation Trainer
Goal
School leadership team Goal Student Goal
By the end of June 2018,
TM trainers will train and
coach school staff on the
practice and
implementation of
Transcendental Meditation
(TM) that will result in
100% of the staff’s
utilization of TM in the
classroom
By the end of the second of the
program, 100% of staff and
students will participate in the
practice of Transcendental
Meditation every day and The
Meditation Program.
By the end of high school,
100% of students will use
Transcendental Meditation as a
way to reduce stress and
increase coping skills.
Stakeholder Group for the Study
Stakeholders involved in The Clear Foundation want to see the eradication of harmful
stress and anxiety in students. The Meditation Program staff, with the support and help of the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 21

schools’ leadership teams and administration, have made it their goal to train others in
Transcendental Meditation, ultimately resulting in the training of the students. The success of
The Meditation Program is necessary to ensure future funding for this program from private
sources. More importantly, the purpose of the program is to help students overcome the stress
and anxiety they face in their lives. Because of this, the stakeholder group for this study will be
the TM trainers. The goal for the trainers is that by the end of June 2018, TM trainers will train
and coach school staff on the practice and implementation of Transcendental Meditation (TM)
that will result in 100% of the utilization of TM in the classroom.
Purpose of the Project and Questions
The purpose of this study was to determine which tools and resources are necessary in
assisting The Meditation Program (TMP) trainers in the teaching of school staff and the
implementation of meditation in schools. The purpose was not to evaluate the use of meditation
in schools or The Meditation Program. The study presents evidence supporting the use of
meditation in schools to show why it is important to recognize the knowledge, motivation, and
organizational influencers needed to effectively implement meditation sessions daily.
For TM trainers to be successful in the training of school staff and achieving their goal of
having 100% implementation, it is important to study the various knowledge, motivational, and
organizational influences available to them. Research will focus on what influencers are
available and useful to the trainers compared to what influences are not available but would be
impactful and necessary to answer the research questions.
The following questions guided this study:
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 22

1. What are The Meditation Program trainers’ knowledge, motivational, and
organizational influences that contribute to the practice of Transcendental Meditation
in every class, every day at the schools in which they work?
2. What solutions and recommendations in the areas of knowledge, motivation, and
organizational resources may be useful in assisting TMP trainers in implementing the
practice of TM in schools on a daily basis?
Conceptual and Methodological Approach
Clark and Estes (2008) provide a process the requires the identification of gaps in
performance of an organization by analyzing both organizational and stakeholder goals. The
purpose of the Gap Analysis Conceptual Framework is to examine through analysis if employees
have the knowledge, motivation, and organizational resources that will allow them to reach their
goals.
Clark and Estes’ (2008) Gap Analysis Conceptual Framework was used to explore the
performance gaps of those who teach transcendental meditation (TM) in public schools’
knowledge, motivation, and organizational influencers that contribute to the meeting of their
performance goal of having 100% of all classes, regardless of grade or subject, practicing TM
twice a day, by June 2018. This study utilized a qualitative approach to help identify the gaps.
Through interviews, data was collected and coded for analysis. Both open and closed ended
questions were used in interviews. By using these tools, conclusions were drawn, and
recommendations were made.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 23

Definitions of Terms
The following terms are defined for this study.
The Clear Foundation- a pseudonym for a nation-wide organization that educates and supports
the practice of Transcendental Meditation.
Mantra- a word or phrase that is frequently repeated.
Mindfulness- maintaining an awareness of one’s thoughts, sensations, and surroundings (Greater
Good Science Center, 2017).
Staff- the term “staff” in this study refers to a school’s complete list of employees, regardless of
their position in the organization.
Stress- the body’s non-specific response or reaction to demands or events in its environment
(Bauwens & Hourcade, 1992).
The Meditation Program (TMP)- a pseudonym for a nation-wide program that brings the
practice of Transcendental Meditation into schools.
TM Trainers- Practitioners of Transcendental Meditation who work for The Meditation
Program and work in schools that participate in TMP.
Transcendental Meditation (TM)- a way of letting one’s mind to settle into a calm state of rest
through the use of repeating a mantra (tmhome.com, n.d.).
Organization of the Project
This study is made up of five chapters. Chapter One provides information relating to the
problem of practice, the significance of the problem, the organization that will be studied, and
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 24

the stakeholders who will be interviewed and observed. Additionally, elements of the Gap
Analysis, the guiding research questions, and definitions related to this project are introduced
and discussed. Chapter Two will delve into literature regarding the reasons and effects of student
stress, various types of meditation, and the knowledge, motivational, and organizational
influencers that are needed for the implementation of The Meditation Program. Methodology,
data collection, and data analysis are presented in Chapter Three. Information regarding the
participants and protocols are also presented in this chapter. Chapter Four will present the
assessed and analyzed data and results. Finally, Chapter Five presents information and
recommendations through the answering of the research questions as determined by the data
analysis and literature.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 25

CHAPTER TWO: LITERATURE REVIEW
Review of the Literature
This literature review will explore the effect of meditation on combating stress in K-12
th

grade students, as well as the knowledge, motivation, and organizational influencers needed to
effectively teach staff new programs, namely The Meditation Program. The first section of this
review will look at the causes of stress in students. The next section will review literature
regarding mediation and the effect meditation has in helping students with stressful situations.
The third section will review literature regarding the practice of meditation in schools. The
fourth section will examine literature that looks at the process of teaching educators techniques
and tools that will help them embrace and assist in the teaching of meditation to their students.
The final section will utilize the Clark and Estes Gap Conceptual Analysis Framework of
Knowledge, Motivation, and Organizational influences and how this framework can be a
resource to those using meditation in schools as a way to combat stress and assist in working
with school staff.
Using Meditation as a Way to Combat Student and Teacher Stress
Stress effects 48% of school-age students, regardless of socio-economic status (World
Health Organization, 2006). Stress can have damaging and permanent effects on students’
psychological, physical, and academic health and performance. As students get older, their stress
levels increase, often to where they are higher than stress levels in average adults (Shankar &
Park, 2016). With the increase in student stress levels, schools are looking for solutions to
combat this growing problem. After seeing positive results for using meditation in social work,
some organizations are introducing meditation into their daily schedules as one way to decrease
harmful stress in students (Bein, 2008; Canda, Nakashima, & Furman, 2004; Finger & Arnold,
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 26

2002; Henderson, 2000). Through literature reviews and the Clark and Estes GAP Analytical
Conceptual Framework, this study will look at causes behind performance gaps and this topic
will be examined in great detail.
Causes and Symptoms of Student Stress
Student Stress
Many of today’s K-12
th
grade students face greater levels of stress than stress levels
found in adults, which can lead to lasting harmful health effects. Suldo, Shaunessy & Hardesty,
2008) describe stress as a situation external to an organism that can be perceived as a threat. That
is to say, stress is a state of emotional or mental strain, often resulting from demanding or
adverse situations or circumstances. Stress in school age children has received increased
attention for its role as a predictor of psychological or health outcomes (Moeini et al., 2008).
Because stressors can alter the functions in the autonomic nervous system resulting in changes in
the endocrine and immunological systems, the probability of stress related health issues increases
when stress levels increase.
Causes of stress. There are many possibilities for the causes of stress in students.
School-age students are going through many changes physiologically, mentally, and physically.
This is a very dynamic time in their lives that is both exciting and stressful. Children between the
ages of 10-19 years old often feel as if they have no control over their bodies, emotions, and
choices (Moeini et al., 2008). These changes, paired with a limited set of coping skills due to
limited life experiences, can result in increased stress levels.
The transition from smaller elementary or middle schools to larger high schools also
present additional stress and challenges to school age students (Suldo, Shaunessy, Thalji,
Michalowski & Shaffer, 2009). Students face both new social situations as well as academic
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 27

ones. In addition to these factors, student stressors can also be caused by major life-changing
events such as the loss of a loved one, neighborhood characteristics such as unemployment and
poverty level, and academic or social situations. A considerable amount of a student’s time is
spent in school, thus causing school to play a large role in a student’s stress level (Kouzma &
Kennedy, 2004). Having only one parent, having a parent incarcerated, or having witnessed a
violent act are also situations that can cause stress in school-aged students (Dubow, Edwards, &
Ippolito,1997). Major life stressors such as neighborhood disturbances, traumatic life events, and
academic expectations contribute to student stress levels (Dubow et al., 1997; Shankar & Park,
2016).
Environment. According to recent research, a neighborhood or environment can affect
one’s health or stress level (Fields, Morgan, & Sanders, 2016; Leventhal & Brooks-Gunn, 2000;
Steptoe & Feldman, 2001). Residents in low socio-economic environments are more likely to
suffer from chronic stress then those that do not (Steptoe & Feldman, 2001). Many of these
neighborhoods suffer from higher levels of crime, elevated levels of unemployment, and
increased levels of violence. Residents of these neighborhoods, especially children, are more
susceptible to chronic stress disorders then residents of higher socio-economic neighborhoods.
Children living in lower income neighborhoods are more likely to live in single guardian
homes, and at times, in chaotic or unstable environments (Jensen, 2009). Strains on resources
such as finances, child care, and education have resulted in low academic performances and
higher levels of absenteeism in students. Elevated levels of uncertainty and instability can have
negative effects on developing brains. Maladaptive responses to these factors can result in high
stress levels and a lack of coping behaviors (Jensen, 2009; Steptoe & Feldman, 2001).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 28

Evans and English (2002) observed that children from low-income families are less likely
to receive help with school assignments or social interactions then students from well off
neighborhoods. Lack of positive reinforcement and academic assistance can negatively affect
low income students, resulting in depression, chemical dependence, and the development of
unhealthy attachments and relationships.
School. In addition to one’s environment, academic performance, grade transitions, and
academic motivation are also influencers on student stress. While stress in moderation is not
always negative since it can lead to positive competition. However, too much pressure to achieve
academically can lead to several health issues (Ossola, 2015). Some of these issues include
eating disorders, chronic anxiety or depression, and degraded immune systems. In a 2015 study
of 128 high school students, 49% said that they felt a great deal of stress (Leonard et al., 2015).
Additionally, in a 2013 study by the American Psychological Association, 83% of students
surveyed said that school was one of the most significant contributors to high stress levels.
Academic workload and parent expectations are two areas of academic stress that can lead to
intense stress levels and eventual academic failure if left untreated. Some students experience
stress so great that it undermines their academic performance and can lead to risky behavior and
substance abuse.
Transitions in school settings have been credited with creating additional anxiety and
stress in school age children (Goldstein, Boxer, & Rudolph, 2015). The move from elementary
school to middle school increases social anxiety as new schools bring new peer groups and
possible separation from friends. Friendships are very important during this time in an
adolescent’s life and the perceived lack of support can increase a student’s anxiety level.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 29

Bellmore (2011) found that peer rejection during the transitional period to middle school has
been shown to predict lower academic performance.
In high school, interpersonal relationships take on greater importance and lead to greater
sources of stress (La Greca & Harrison, 2005). Around this time, both platonic and romantic
relationships begin having greater impact on an adolescent. With this additional influence comes
the possibility of greater stress levels due to the need to feel accepted and to belong. Peer
affiliations, general acceptance, and the role of friendship contribute to the levels of student
stress (La Greca & Harrison, 2005).
Symptoms of stress. Stress can manifest itself through many physical and psychological
factors (Shankar & Park, 2016). Because children are often unable to recognize the effects of
stress, complaints of symptoms are at times confused with illness (American Psychological
Association, 2017). Appearances or complaints of social isolation, inability to focus, excessive
alcohol or drug use, frequent headaches, or sudden rise in blood pressure are examples of these
types of manifestations (Austincollege.edu, n.d.). Additionally, change in moods, sleeping
patterns and eating habits are also symptoms of stress. Both physical and psychological factors
of stress type can negatively impact one’s way of life and well- being.
Physical stress. Physical stress can manifest itself in many ways. There is a direct
correlation between one’s stress level and his or her state of health (Shankar & Park, 2016).
Physiologically, stress can impair immune and cardiovascular systems. Additionally, stress can
affect hypothalamic-pituitary-adrenal activity which controls the release of the hormone cortisol.
Too much cortisol can have negative physical health effects such as weight gain, inability to
regulate blood sugar levels, and low thyroid functions (Wilson, 2013). Stress also affects the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 30

serum-leptin levels in people. Serum-leptin levels have been positively associated with academic
achievement and obesity (Shankar & Park, 2016).
In addition to the physical impact of stress, there is the impact that stress has on physical
behaviors. Negative physical behaviors include over-eating, emotional eating, less physical
activity, substance abuse, and indulgence of sweet foods (Shankar & Park, 2016). Research has
also shown that high school students report an increase in headaches, difficulty sleeping,
tiredness, and various aches when experiencing elevated levels of stress (Wiklund et al., 2010).
Stress can also lead to heart disease, depression, anxiety, and substance abuse, among other
health issues. Additionally, stress is a contributing factor to malignant lifestyles, behaviors, and
choices that can lead to diseases or ailments such as liver disease, lung cancer, and obesity
(Schure, Christopher, & Christopher, 2008).
Stress-related physical issues can also lead to increased absenteeism, lower productivity,
decreased job satisfaction (Schure et al., 2008). These indirect consequences cost schools
because lower attendance rates translate into lower funding (Adams, 2015). Additionally,
students that are either absent or unproductive can affect school-wide achievement, truancy rates,
and graduation rates.
Psychological stress. Stress can cause various psychological disorders such as anxiety,
depression, and panic attacks as well. Additionally, those under constant stress may also
experience a lack of judgement which can interfere with decision making skills. Stress can also
cause the inability to identify threatening situations and the ability to feel enjoyment (Mountain
State Centers for Independent Living, 2018).
Long term stress also has additional ramifications. Some of the effects can be categorized
as both physical and mental effects of stress (Schure et al., 2008). Change in appetite and sleep
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 31

habits can tracked in those suffering from stress. Nervous behaviors such as nail biting, teeth
grinding, twitching, pacing, and stuttering have also been attributed to long-term stress sufferers.
Taking part in everyday activities can become difficult and feelings of anxiousness and
confusion are effects of long term stress. Irrational fears, mood swings, and restlessness are also
signs of extreme stress (Mountain State Centers for Independent Living, 2018). Some people
may occasionally experience one or two of these symptoms; it is when these symptoms are
constant and interfere with the performance of daily activities that they can be attributed to long-
term or extreme stress.
Meditation
Types of Meditation
Several types of meditation have been used and researched in a school environment.
Mindfulness meditation, yoga, tai chi, mantra meditation, and Transcendental Meditation are
some of the more popular types that are being introduced to schools. While there are differences
in the practice of each, the similar components are that they all require a quiet location and open,
nonjudgmental attitudes (Wisner, Jones, & Gwin, 2010).
Mindfulness is the practice of focusing on distracting thoughts, rather than clearing one’s
mind (Greater Good Science Center, 2017). The goal of mindfulness is to purposely focus
attention on the present moment, and to accept it in a non-judgmental way, rather than being
overwhelmed or frustrated by it. Students can be taught or trained to intentionally remember to
pay attentions to the present without the habitual reactions such as exaggeration, needless
emotional responses, or inappropriate behavior (Black & Fernando, 2014). Regular practice of
mindfulness can bring clarity and perspective to stressful situations (Now Unlimited, 2015).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 32

Daily mindfulness sessions can be between 10 minutes and 40 minutes, depending on one’s
schedule and commitment to the practice (Rechtschaffen, 2014).
The practice of mindfulness has had positive effects on physical health such as pain
reduction and the lowering of blood pressure. It has also benefited those suffering from psoriasis
and fibromyalgia. People practicing mindfulness meditation have been found to have greater
telomerase activity, which is a predictor of long-term cellular viability (Jacobs et al., 2011).
There is no particular position in which to practice mindfulness meditation, one can stand, sit, or
lie down depending on comfort level (Rechtschaffen, 2014).
Transcendental meditation (TM) is a meditation technique that is used to quiet the mind
and prompt physical and mental relaxation. It was developed in the 1950s in India by Maharishi
Mahesh Yogi. It is meant to be practiced while sitting, which means that it is practiced in an
upright position, rather than lying down or standing. Aside from eliminating stress, TM is used to
unlock human potential. In addition to physical and mental relaxation, this type of meditation
also facilitates physiological relaxation. Whereas mindfulness focuses on being aware of the
moment, Transcendental Meditation turns one’s attention inwards by the repetition of a mantra.
The mantra repetition assists in the progression from consciousness to a deep level of sub-
consciousness (Thorp, 2017). Additionally, TM is meant to be practiced twice a day, for 20
minutes at a time.
At times, those practicing Transcendental Meditation have been mistaken for having
fallen asleep. Analysis of brain patterns has shown that when sleeping, one’s default mode
network (the part of the brain active when engaged in internal thought) is high (Parim, 2017).
During meditation, the default mode network is low. This occurrence is comparable to when one
is focused on a specific task. Brain activity is much more centered on one train of thought
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 33

resulting in lower activity levels. While sleeping, various thoughts, ideas, and concerns are
processed, thus resulting in higher levels of activity.
Benefits of Meditation
Regardless of type of meditation, the benefits are similar. Those that practice meditation
regularly see increases in concentration, decreases in stress levels, improvement in
cardiovascular and immune health, and greater levels of happiness (Crane, 2014). Studies
regarding the effects of meditation have been conducted over the past four decades. Research
shows that in both adults and children, Transcendental Meditation can positively affect physical
and mental health (Barnes, Treiber, & Johnson, 2004; Black & Fernando, 2014; Fisher, 2006).
The benefits do not depend on the amount of time one has been practicing TM. Travis
(2012) conducted a study involving 87 students, each practicing TM for a period of between one
month and five years. Brain waves were studied as each student meditated. The results showed
that there was little to no difference in brain waves between TM novices and those practicing for
multiple years. It was concluded that the benefits of Transcendental Meditation could be seen or
felt immediately, the length of time practicing did not influence the outcome.
Physical health benefits. The benefits of Transcendental Meditation on physical health
have been well documented. One study introduced Transcendental Meditation to a group of
students with high normal blood pressure, and health education to another group of students with
high normal blood pressure. The results showed a greater decrease in resting systolic blood
pressure for those practicing TM then those students in the health education group (Barnes et al.,
2001). Monk-Turner’s (2003) study also found that there was a decrease in the number of aches
and pains experienced by the subjects after the introduction and practice of Transcendental
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 34

Meditation. At the beginning of the study, 17% of those studied reported feeling aches and pains
between 4-6 times a week. At the end of the study, 0% reported experiencing any aches or pains.
In another study, the pain levels of 37 adults were monitored to assess the use of
meditation as a source of pain relief. Prior to and after an 8-week meditation course that was
used as a course of intervention, the subjects used the McGill Pain Questionnaire and the SF-36
Pain Scale to identify their pain level. Additionally, self-identifying scales of physical activity
and comfort were also used. Forty-eight percent of those that completed the study reported a
decrease in the use of pain medication and an increase in activity and sleep (Morone, Greco, &
Weiner, 2008).
Mental health benefits. In addition to physical health benefits, the mental health benefits
of meditation practice are varying and wide. In a study involving female prisoners, the
introduction of meditation resulted in a decrease in sleeping disorders, a significant reduction in
wanting to throw things or hit people, and a cessation in nail and cuticle biting. During this time,
the control group demonstrated increases in these three areas (Sumter, Monk-Turner, & Turner,
2009).
In a post-Hurricane Katrina study on post-traumatic stress disorder, 94% of the
participants reported feeling somewhat better to much better after starting meditation (Waelde et
al., 2008). In a 2006 study, researchers found that 38.8% of the participants identified as being
under mental distress (Yunesian, Aslani, Vash & Yazdi, 2008). After 12 weeks of practicing
meditation, that number dropped to 26.3%. Chu’s (2010) review of several studies also support
the positive role meditation has on mental health and depression levels.
Through literature reviews, Wisner et al. (2010) found increases in concentration and
decreases in anxiety are two benefits of school-based meditation. Wisner (2008) conducted a
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 35

survey involving 35 students between the ages of 15-19 years old, all from the same alternative
high school. Through the use of pre- and post-tests over an 8-week period, teachers found
improvements in student behaviors, and increases in students’ emotional health and well-being.
In a review of more than 600 research papers focusing on Transcendental Meditation,
Orme-Johnson and Barnes (2014) found that the use of meditation resulted in reductions in
anxiety levels within the first two weeks of implementation. These decreased levels were
sustained for over three years in those participants that continued with meditation practice. Of
the research papers focusing on populations including veterans, prison inmates, and individuals
with post-traumatic stress disorder, elevated levels of mental stress that tested in the 80
th
-100
th

percentile prior to meditation intervention dropped to the 53
rd
-62
nd
percentile after the
intervention implementation (Orme-Johnson & Barnes, 2014).
Meditation in Schools
Using meditation in schools to decrease levels of student stress is increasing as evidence
becomes available regarding the effects of mediation on student stress levels. The term
“meditation” can include a variety of techniques used to focus attention in a nonanalytical way.
While it can have religious connotations, in most research literature meditation involves the use
of secular techniques that have no religious affiliations (Wisner et al., 2010). Schools that use
mediation as a tool in combating student stress are observing increases in student attendance,
greater levels of student concentration and focus, and decreases in student anxiety and negative
behaviors (Wisner et al., 2010). Daily practice of Transcendental Meditation in middle and high
schools has produced positive results such as increased attendance, decreased truancy, lower
suspension rates, and lower rates of depression, anxiety, and anger among students (Nidich et al.,
2009).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 36

Benefits. The are many benefits associated with the practice of Transcendental
Meditation in a school setting. Through the review of 16 empirical studies conducted between
1982-2008 focusing on the effects of meditation on school-age children, Black, Milam, and
Sussman (2009) concluded that meditation was beneficial. Results from the studies found that
the use of meditation improved absenteeism, decreased the number of rule infractions, and
lowered the number of student suspensions. The physiological response to meditation has been
reported to help control the hypothalamic-pituitary-adreno-cortical axis and associated systems
such as the nervous system. The hypothalamic-pituitary-adreno-cortical axis directly impacts the
pathways that control stress-response mechanisms and regulate various bodily processes such as
digestion, immunology, mood, and energy usage. Meditation has been found to positively affect
the neuroendocrine status, metabolic function, and related inflammatory responses. Additionally,
the active process of focusing one’s mind on non-motor tasks such as meditation is linked to
dopamine release in ventral areas of the brain, which can enhance one’s mood (Black et al.,
2009).
Stress levels. TM has shown to alter both brain waves and hormonal activity, resulting in
lower stress levels (Rosaen & Benn, 2006). Using TM as an intervention has also helped reduce
student stress, and the effects of stress on blood pressure (Wisner et al., 2010). In a study among
47 students, post-test results showed consistent decreases in stress levels after participating in an
8-week meditation class (Oman, Shapiro, Thoresen, Plante, & Flinders, 2008). Students suffering
from extreme stress due to life circumstances, learning problems, or emotional health concerns
have also benefited from the practice of Transcendental Meditation (Rosaen & Benn, 2006;
Wisner et al., 2010). More restful sleep has also been reported and attributed to reduced tensions
and stress because of the practice of TM (Fisher, 2006).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 37

Physical changes. Student blood pressure levels, heart rates, and cardiac outputs all
showed improvement once the practice of meditation was consistently practiced (Black et al.,
2009; Rosaen & Benn, 2006). Black et al. (2009) reported that while reviewing various studies,
the four that tracked systolic blood pressure among school-age students all showed consistent
results of decreases, although this was not found in the diastolic blood pressure rates.
Improvement in the frequency of illnesses and overall cardiovascular health has also been
documented (Fisher, 2006).
Mental changes. There have been documented cognitive benefits for students practicing
meditation in school. In addition to research results, school staff have noticed increases in
students’ ability to pay attentions, improved concentration, and a noticeable decrease in anxiety
(Wisner et al., 2010). Other mental health benefits attributed to the practice of meditation in
schools are increases in emotional and behavioral self-regulation, improvements in self-esteem,
and improved self-control and tolerance levels (Barnes, Bauza, & Treiber, 2003; Barnes, Treiber,
& Johnson, 2004; Rosaen & Benn, 2006: Wisner, 2008).
Using qualitative methods, Rosaen and Benn (2006) interviewed 7
th
grade students. All
were African American and practiced Transcendental Meditation for two 10-minute periods
daily, for one year. Students reported greater levels of concentration, feeling more relaxed, and
more energetic. These students also reported feeling less threatened by change, and greater
feelings of adaptability. More patience and increased tolerance were also reported by this group
of students. The ability to self-regulate and control levels of frustration are also examples of
ways that meditation is psychologically beneficial (Barnes et al., 2004; Rosaen & Benn, 2006;
Wisner, 2008). Meditation in schools has been credited with improvements in students’ self-
esteem and self-confidence.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 38

Teaching Educators
For a school to adopt The Meditation Program, there must be a unanimous consensus
among the teaching staff. To bring meditation into schools, teachers need to be taught meditation
tools and practices. The school staff plays a vital role in assisting TMP trainers in the practice of
the daily TM sessions, which is why it is important to identify the tools and resources needed by
TMP trainers in the training of school staff. The Meditation Program trainer leads students in the
meditation, and teachers play an important role in modeling and observing the class. Teachers
must understand the importance of the setting and of the TM process if students are to be
successful in the execution of the program.
Teachers are asked to assist The Meditation Program trainers with certain tasks
surrounding the practice of TMP daily sessions. While Transcendental Meditation does not
require forced attention such as concentrating on a specific thought or object, it does require
training and the use of a mantra (Now Unlimited, 2015). In addition to practicing TM, teachers
need to be able to assist program trainers as they assist students in this learning process. TMP
trainers need to effectively teach school staff if TMP is to be successful. The role as a teacher
educator can be complex. The balancing of multiple roles and responsibilities can be
challenging, as relationship dynamics can change (Hollins, Luna, & Lopez, 2014) and new
information is presented. In this scenario, the teacher is both student and teacher.
Challenges of teaching educators. As education reform and innovative programming
become more abundant in teaching, the paradigm of professional development and teacher
training need to shift (Stein, Smith, & Silver, 1999). Teachers need to understand the reason for
new practices. Without understanding why, a new practice or process must be learned, some
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 39

teachers do not believe their skills need improvement (Hollins, Luna, & Lopez, 2014). The need
for training conflicts with some educators’ beliefs in their own self-efficacy.
A lack of self-understanding or self-examination among teachers can be an obstacle when
developing new skills or new understandings, especially when introducing a new program,
concept, methodology, or idea (Honisgsfeld & Allen, 2010). This lack of reflective practice can
lead to resistance among staff members in acquiring new knowledge. To be successful in training
and implementing a new program, trainers need to be aware of the importance of teacher
reflection.
With the addition of a multitude of professional demands such as standardized testing
preparation, changing standards, and adjunct responsibilities, some school staff feel that teaching
has become marginalized. (Beckerman, 2010). Because of this, there is resentment towards any
new addition to the classroom schedule. This resentment can lead to a lack of conviction or
participation in the proposed new program.
Strategies for teaching educators. Teachers have greater confidence in teaching new
content when given adequate training and resources (Zimmerman & May, 2013). To ensure
adequate training, the training sessions between TMP trainers and school staff should be
dedicated to the purpose of helping staff teach and understand the meditation practice. The
school leadership needs to be transparent on the length of the program; long term commitments
have better buy-in than short term projects. Additionally, teachers will benefit more from
working with trainers when it is a collaborative effort and tied to school wide goals (Zimmerman
& May, 2013).
Professional development is a common strategy used in training teachers, regardless of
topic or subject (Desimone, Porter, Garet, Yoon, & Birman, 2002). For professional development
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 40

to be effective in teaching teachers and other adults, it needs to be considered “high quality”. To
be deemed “high quality”, professional development should be in-depth, provide active learning
opportunities, and present opportunities for teachers to engage in leadership roles. Professional
development as a tool in educating teachers takes on importance and engagement when teachers
identify with its reasons and purpose (Desimone et al., 2002).
An effective strategy used in training teachers is to start the training process with
dedicated time for reflection (Honisgsfeld & Allen, 2010). Reflective practice should include two
parts: reflection of those teaching and reflection of those being taught. To fulfill the first part, the
importance of analyzing one’s beliefs and practices is necessary as one moves towards becoming
an effective trainer of adults (Ross-Gordon, 2002). The reflective practices of trainers can be
used to clarify assumptions some may have regarding the teaching of teachers and adult learners,
and explore expected or desired outcomes.
In the teaching of adults, reflective practice is a promising innovation in education
(Procee, 2006). To be useful and effective, reflection and the reflective practice includes teaching
others the purpose of reflection and the process of reflection. Without initial training, reflection
can be misused, thus rendering it useless and an inefficient use of time (Procee, 2006). To
prevent the misuse of a reflection period, it is important to keep the lines between personal
reflection and professional reflection well defined, and to outline the goal of a reflective period.
In the context as a strategy to be used in conjunction with The Meditation Program training,
specific topics can be presented such as identifying the reason for this program and any pre-
conceived notions regarding the program. This time can also be used as a technique to access
prior knowledge, provide time for teachers to evaluate their own concept of self-efficacy on a
given topic/subject, or transition from one topic to another.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 41

With additional responsibilities and demands placed on teachers, presenting of new
information and expectations can overwhelm staff members (Hollins, Luna, & Lopez, 2014). To
effectively combat this, a closer look needs to be given to the teacher-learner relationship. Adults
can be resistant to new teachings if they feel patronized or demeaned. New program
implementations have been successful when trainers act as mentors or coaches (Ross-Gordan,
2002).
Teachers cannot be expected to have knowledge or experience about all areas of teaching,
subject content matter, and innovative practices (Stein et al., 1999). Because of this, outside
experts can bring fresh perspectives and varied experiences to both education and professional
development. Outside experts have found that coaching and reflection play important roles in the
training of teachers (Stein et al., 1999), especially as new techniques are being introduced.
Training from those outside of education is gaining more acceptance as ideas and programs from
other industries make their way into education. To successfully train school staff, outside trainers
need to establish trusting relationships with them (Stein et al., 1999).
Knowledge, Motivation, and Organization Influencers on TM Trainers
Clark and Estes Gap Analysis Conceptual Framework
Clark and Estes (2008) provide a process the requires the identification of gaps in
performance of an organization by analyzing both organizational and stakeholder goals. The
purpose of the Gap Analysis Conceptual Framework is to examine through analysis if employees
have the knowledge, motivation, and organizational resources that will allow them to reach their
goals. There are three crucial factors that must be considered during the analysis process. These
factors are: assessing people’s skills and knowledge; people’s motivation to achieve the set
goals; and the organizational barriers that might impede goal achievement (Clark & Estes, 2008).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 42

There are four knowledge classifications that are used to identify the gaps in goal achievement.
They are (a) factual; (b) conceptual; (c) procedural; and (e) metacognitive. Motivational
influences include the desire to continuously work towards and support the organization’s goals.
Motivational influences also include active choice, persistence, and mental effort (Clark & Estes,
2008). Additional motivational influences are self-efficacy, attributions, and goals and values
(Rueda, 2011). Lastly, stakeholder performance can be affected by organizational influences
such as work process, resources, and workplace culture (Clark & Estes, 2008).
Knowledge and Skills. Knowledge and skills are necessary if goal attainment is to be achieved.
Information, job aids, or training are types of knowledge that support an employee’s ability to do
one’s job and meet one’s goals (Clark & Estes, 2008). Information assists in identifying
strategies that can be used to meet goals or accomplishing tasks. Job aids help with implementing
various approaches, but do not necessarily provide training. Training allows for the acquisition
of new knowledge, and the practice of new skills (Clark & Estes, 2008). In addition to the tools
needed to acquire information, knowledge influencers play a role in reaching goals and analyzing
gaps.
Clark and Estes (2008) describe the importance of closing performance gaps through the
identification of the causes of these gaps. Knowledge, motivation, organizational factors are
analyzed before identifying appropriate solutions needed to close these gaps. The area of
knowledge requires organizations to ask, “do employees know how to reach their performance
goals?” Employees need to know how, when, what, why, where, or who if they are to be
successful. There are different types of knowledge that can be assessed when determining
knowledge strengths and gaps.
Knowledge types. Knowledge can be divided into different types. One type of
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 43

knowledge is declarative knowledge. Declarative knowledge is knowing domain specific facts,
definitions, or theories. TMP trainers need to have declarative knowledge regarding the act of
meditation and the theory of Transcendental Meditation. Another type is that of procedural
knowledge. This knowledge includes understanding the rules, procedures, and the how of things.
TMP trainers need procedural knowledge regarding TM techniques. Schematic knowledge
includes knowing the principles and knowing the “why” of things. Additionally, strategic
knowledge pertains to the when, where, and strategies associated with specific tasks and goals
(Solaz-Portoles & Lopez, 2008).
According to Krathwohl (2002), the Knowledge Dimension of the Revised Taxonomy
also consists of four types of knowledge. On this scale, the four types of knowledge are factual
knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
Factual knowledge consists of awareness of terminology and specific details. Conceptual
knowledge is the essence of knowledge; it focuses on the interrelationships among basic
elements. Both factual and conceptual knowledge are considered to be declarative knowledge.
Procedural knowledge is the knowledge of specific processes, techniques, and methods.
Krathwohl’s definition of procedural knowledge is aligned with Solaz-Portoles and Lopez’s
(2008) definition. Lastly, metacognitive knowledge is the awareness of one’s own cognition, or
the awareness of one’s own awareness. Metacognitive knowledge is the newest addition to the
revised Taxonomy.
Knowledge of staff and student demographics. For those working with staff and
students, it is important to understand each student’s or staff member’s unique circumstances and
demographics, as well as how these individuals work as a group (Coomes & DeBard, 2004).
Gender, race, and sexual orientation help shape identity, and can be contributors to extreme
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 44

stress and severe anxiety. These are also additional factors that are used by individuals to make
sense or create chaos in their world.
Transcendental Meditation trainers face a unique challenge in that they need to be
successful in training teachers, which will affect the training of students. In this scenario, the
teachers and staff become students themselves. The relationship between teacher (TMP trainer)
and student (staff member) is a strong predictor of student success (Lundberg & Schreiner,
2004). A better understanding of demographics and past experiences can help improve and
cement this type of relationship.
Additionally, both staff members and students have various levels of knowledge and
different attitudes about learning and teaching (Felder & Brent, 2005). A student’s willingness or
ability to learn is influenced by the teacher’s content knowledge, as well as by the teacher’s
knowledge of students’ background and prior experiences. This type of knowledge is considered
declarative. Factual knowledge is a subset of declarative knowledge. It is factual because it
depends on facts and events (ten Berge & van Hezewijk, 1999). Declarative knowledge,
especially factual knowledge, can be spoken about or thought about in detail since it is based on
actualities and facts.
The declarative knowledge influence revolves around student and staff demographics. To
meet this item, TMP trainers will need to run demographic reports that explicitly detail the
backgrounds of those being trained. Additionally, TMP trainers will need to conduct interviews
and surveys that focus on demographics and past experiences. Between the demographic reports
and staff and student surveys, The Meditation Program trainers should have the knowledge
necessary to establish positive working relationships.
Knowledge of TMP trainers. Teaching school staff members to teach Transcendental
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 45

Meditation can be challenging and rewarding. Most of the TMP trainers from The Clear
Foundation do not have backgrounds in teaching, but they are practitioners of Transcendental
Meditation. Because of this, it is important for TMP trainers to understand certain fundamental
aspects of teaching and educating teachers.
With regards to teachers, research shows that years of teaching experience do not relate
to competency levels (Hollins et al., 2014). It is important that assumptions are not made about
teachers’ abilities, or willingness to go along with new programs. Rather, TMP trainers must rely
on observation and reflection when trying to assess others’ abilities. Additionally, through peer
discussion groups and question and answer sessions, TMP trainers can gain useful information
about teachers.
TMP trainers need to be prepared that some teachers’ beliefs can act as barriers to the
information being taught (Donche & Van Petegem, 2011). It cannot be assumed that all staff
members are willing participants in the TM program. While the school staff needs to
unanimously agree to TMP in the beginning of program implementation, attitudes can change.
Through open communication and transparent messaging, TMP trainers can gain respect and
trust from teachers that can aide in the training and coaching of the staff.
Procedural knowledge is needed to train teachers. There are certain methods that can be
followed while trying to teach staff members. Procedural knowledge pertains to task
performance (Seel, 2012). TMP trainers can follow procedures to conduct observations, to hold
discussion sessions, and to conduct other types reflections that can aide in the teaching of
teachers.
To assess their abilities to teach staff members, TMP trainers can record successful
training sessions and can keep logs of observations. By utilizing these forms of knowledge
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 46

assessments, TMP trainers can regulate and monitor their abilities in teaching others.
Self-assessment of meditative practices. It is important for The Meditation Program
trainers to assess and reflect upon their own meditative practices. This metacognitive process
allows for trainers to assess their knowledge and explore areas of strengths and weaknesses. This
process also ensures that activated prior knowledge is both useful and relevant (Baker, 2009).
Trainers can use their own experiences to help direct their teaching of staff members. Because
meditation has been found to be effective in reducing stress and anxiety in both children and
adults (Miller & Nozawa, 2002), it is a key component in The Clear Foundation’s school
program. Relying on their own TM experiences, the trainers can transfer their knowledge to their
teaching practices. The Transcendental Meditation trainers are trusted with the responsibility of
working in schools and training all school staff in the technique and instruction of this type of
meditation. Because of this duty, TM trainers need to not only be confident and capable in their
own personal TM practice, but they must also be cognitive of their abilities.
In assessing metacognition, there are various measures that can be used. By using
multiple methods, converging evidence can assist with reaching conclusions about one’s own
metacognitive skills (Baker, 2009). Reflection and self-assessment have been identified as useful
tools in this process. According to Gama (2004), “One explanation is that metacognitive
awareness enables individuals to plan, sequence, and monitor their learning in a way that directly
improves performance” (p. 668).

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Table 2

Knowledge Influences
Organizational Mission
The Clear Foundation helps to prevent and eradicate the all-pervasive epidemic of trauma and
toxic stress among at-risk populations through promoting widespread implementation of the
evidence-based Transcendental Meditation (TM) program to improve their health, cognitive
capabilities and performance in life.
Organizational Performance Goal
The Meditation Program has a goal of reaching 100% participation in every school with which it
works. Every class in each participating school will be practicing Transcendental Meditation 2
times a day, every school day.

Stakeholder Goal (TMP Trainers)
By the end of June 2018, TM trainers will train and coach school staff on the practice and
implementation of Transcendental Meditation (TM) that will result in 100% of the staff’s utilization
of TM in the classroom.
Knowledge Influence

Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural, or
metacognitive)
Knowledge Influence
Assessment
TMP Trainers need to know the
demographics of the student
populations with which they will
be working.
Conceptual Run demographic reports, spend
time with parents, students and
community members, and talk to
teachers.
TMP trainers need to self-assess
their knowledge of their own
meditative practices
Metacognitive Self-evaluation or reflection on
personal TM practices and self-
efficacy
TMP trainers need to know how to
teach educators.
Procedural Record of successful sessions.
Observation of class session
TMP trainers should be
knowledgeable about the reasons
for stress in children’s lives.
Conceptual Evidence regarding trainers’
knowledge will be gathered
from interviews and
observations and will be used to
determine knowledge.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 48

Motivation Influencers. According to Clark and Estes (2008), the concept of motivation can be
categorized into three areas: choice, persistence, mental effort. They explain that while
knowledge is the information on how to do things, “Motivation gets us going, keeps us moving,
and tells us how much effort to spend on work task” (p. 80). The literature reviewed in this
section will focus on different motivational theories and how they relate to the Transcendental
Meditation trainers and their work with school staff.
Stakeholder motivation influencer. Motivation results from one’s experiences and
beliefs regarding his/her own effectiveness (Clark & Estes, 2008). Confidence in one’s abilities
can be beneficial to task completion and has been shown to positively influence goal attainment
and achievement. Because of this, TM trainers need to believe that they are proficient in their
abilities to train others in TM.
Self-efficacy. Self-efficacy theory by Albert Bandura, bases behavior and motivation on
an individual’s self-beliefs (Pajares, 2009). In other words, one’s judgement or self-perception of
his/her abilities is that person’s self-efficacy. TM trainers should have high levels of self-
efficacy in their skills as TM teachers.
Self-efficacy beliefs influence decisions. People often select activities or make choices in
areas in which they feel confident (Pajares, 2009). Perceptions of self-efficacy also influence the
amount of effort put into certain tasks and projects. The greater levels of self-efficacy held by the
TM trainers, the more effort they will put into teaching school staff
Individual self-efficacy. Self-efficacy can be found in both individual settings and in
TMP trainers need to know why
Transcendental Meditation is used
as the cornerstone of this program.
Declarative Evidence regarding knowledge
will be gathered from
interviews.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 49

collective settings. In group settings, the shared beliefs about a group’s capabilities are
collective. An individual’s sense of self-efficacy is determined by that individual. High self-
efficacy influences feelings of positivity and serenity that one feels towards tasks. Individuals
with low levels of self-efficacy may view tasks as more difficult than they really are can create
higher levels of anxiety and stress. Individual self-efficacy is the construct in which the TM
trainers will be evaluated. Through self-assessments and reflections on their abilities to teach
other adults, TM trainers will evaluate their individual levels of self-efficacy.
Stakeholder motivation influencer. Motivational influencers are present in both
external and internal factors. Job satisfaction in non-profit fields is often high, especially when
compared to lower wages found at times in non-profit organizations (Borzaga & Tortia, 2006).
The higher levels of job satisfaction are attributed to intrinsic beliefs such as job fulfillment
rather than monetary compensation. To close gaps in motivational performances, TM trainers
need to feel fulfilled by their task of training school staff in the instruction of daily meditation.
Expectancy Value Theory. Expectancy Value Theory asks two questions: “Can I do the
task?” And “Do I want to do the task?” This theory is also divided into four constructs: intrinsic
interest, attainment value, utility value, and perceived cost (Eccles, 2006).
Intrinsic value involves the enjoyment that one experiences in certain tasks or activities.
Attainment value can be defined as the consistency between one’s self-image or identity and the
task that is being completed. The construct of utility value revolves around the value of a task in
reaching one’s long term goals, as well as in reaching one’s short term goals. Finally, perceived
cost is the value of a task compared to the cost of the task. It does not refer to cost as merely a
financial characteristic, but the factors of anxiety, fear of failure, and outside opinions are some
additional costs to consider (Newsome, 2017).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 50

Intrinsic Value. According to the intrinsic value construct, feelings of motivation are
highest when individuals are engaged in activities that bring them joy and are meaningful (Ryan
& Deci, 2000). For TM trainers to be successful in reaching their goal of 100% of staff
utilization of TM in the classroom, the intrinsic value they feel individually will need to be great.
While it might be assumed that the TM trainers already feel great intrinsic value towards the task
of teaching teachers, or they would not be assigned this task, it is important that they maintain
these feelings of intrinsic value. To identify and monitor levels of intrinsic value, surveys and
interview questions can be given, centering on task fulfillment.

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Organizational Influences. Regardless of one’s knowledge, motivation, or skills, the absence of
appropriate materials or efficient work processes can lead to the inability to meet performance
goals (Clark & Estes, 2008). To be able to complete assigned tasks, employees need also
resources, materials, and equipment. In addition to processes and materials, the culture and
Table 3
Motivation Influencers
Organizational Mission
The Clear Foundation helps to prevent and eradicate the all-pervasive epidemic of trauma and
toxic stress among at-risk populations through promoting widespread implementation of the
evidence-based Transcendental Meditation (TM) program to improve their health, cognitive
capabilities and performance in life.
Organizational Performance Goal
The Meditation Program has a goal of reaching 100% participation in every school with which it
works. Every class in each participating school will be practicing Transcendental Meditation 2
times a day, every school day.
Stakeholder Goal (TMP Trainers)
By the end of June 2018, TM trainers will train and coach school staff on the practice and
implementation of Transcendental Meditation (TM) that will result in 100% of the staff’s
utilization of TM in the classroom
Assumed Motivation Influences Motivational Influence Assessment
Self-Efficacy-TM trainers need to believe that
they are proficient in their abilities to teach and
coach teachers in the daily practice of TM
Self-assessment and/or reflection of ability to
teach other adults.
Utility Value- TM trainers need to realize that
everyone learns differently and adjust their
teachings of TM to allow for acceptance and
ability by staff members.
Evidence from interviews and observations
will be used to determine TM trainer
knowledge of different learning styles.
Expectancy Value- TM trainers need to be aware
of the reasons for teachers’ stress and resistance
to the program.

Teacher attendance rates
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setting of an organization can also lead to or distract from a company’s success. The lack of the
any of the above mentioned can cause organizational barriers to goal attainment.
Organizational models. An organization’s model or culture is the conscious and
unconscious understanding of who they are, what values they hold, and how and why employees
do what they do. They can be described as an organization’s core values, goals, and beliefs.
Cultures develop and change over time, they are not stagnant. For an organization to be
successful, it is desirable that its goals, policies, and procedures align with the organizational
culture (Clark & Estes, 2008).
Barriers to effective cultural models. There are many barriers to effective cultural
models that can lead to ineffective organizations the inability to meet performance goals (Clark
& Estes, 2008). These barriers can include: a culture of dishonesty, hypocrisy, or unfairness,
acceptance of a lack of accountability and non-participation, resistance to change, a system of
negative beliefs, a lack of trust, a sense of helplessness or hopelessness, or people’s own set of
negative internal attitudes and beliefs (Lowe, 2010).
To see if any of these barriers exist, questions regarding staff members’ opinions or
attitudes toward the practice of meditation were included in the interview component of data
gathering. Knowing the opinions of others assisted in identifying possible barriers, which will
then help in closing organizational gaps that stand in the way of goal achievement.
Cultural setting. An organization’s cultural setting can be described as the working
environment in which activity takes place (Clark & Estes, 2008). The environment can include
the physical setting such as a room, space, or building. For example, some work settings include
whiteboard walls or a lack of walls to enhance collaboration and creativity. Others may have
cubicles to prevent employees from socializing or losing focus. Environments can also describe
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 53

the manifestations of the organizational models such as how employees are treated, incentivized,
or task oriented.
Barriers to effective cultural setting. There are barriers that can take place in an
organization’s setting that affect goal achievement. Some examples of these barriers are: lack of
goals, constantly changing goals and vague feedback, ineffective or lack of incentives, lack of
role models, insufficient work space, busy work rather than goal aligned tasks, inappropriate
tools and materials, and absence of efficient and effective communication (Whitmore, 2016).
While interviewing and observing The Meditation Program trainers, it was important to
see if their physical surroundings were helping or hindering their ability to reach the program’s
goal. Additionally, it was vital to the study to assess the availability of resources and materials
needed for the program to be successful.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 54

Table 4

Organizational Influences
Organizational Mission
The Clear Foundation helps to prevent and eradicate the all-pervasive epidemic of trauma and
toxic stress among at-risk populations through promoting widespread implementation of the
evidence-based Transcendental Meditation (TM) program to improve their health, cognitive
capabilities and performance in life.
Organizational Performance Goal
The Meditation Program has a goal of reaching 100% participation in every school with which it
works. Every class in each participating school will be practicing Transcendental Meditation 2
times a day, every school day.

Stakeholder Goal
By the end of June 2018, TM trainers will train and coach school staff on the practice and
implementation of Transcendental Meditation (TM) that will result in 100% of the staff’s utilization of
TM in the classroom.
Assumed Organizational Influences

Organizational Influence Assessment
Cultural Model Influence 1: Some staff are
resistant to practicing meditation in schools.

Survey staff regarding opinions on student behaviors,
alternative methods to combating negative student
behaviors, and knowledge of meditation
Cultural Model Influence 2:
TMP trainers need to create an atmosphere
that acknowledges the additional
responsibilities that the introduction of TM
puts on staff members.

Interview teachers regarding workloads- both actual
and perceived. Survey teachers on workload and
amount of non-content related tasks.
Cultural Setting Influence 1: Teachers are
worried about taking time away from
academics to pursue meditation.

Observe daily school schedules and staff meetings to
determine school culture of stress, encouragement, or
innovation.
Cultural Setting Influence 2:
TMP trainers need tools and resources to be
able to teach staff members about TM.

Review classroom layouts to see if there is enough
space in classrooms. Survey TM trainers regarding
availability of tools and resources needed to teach TM.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 55

Clark and Estes’ (2008) Gap Analysis Conceptual Framework was used to address the
performance gaps of those that teach transcendental meditation (TM) in public schools’
knowledge, motivation, and organizational needs to meet their performance goal that by the end
of June 2018, TM trainers will train and coach school staff on the practice and implementation of
Transcendental Meditation (TM) that will result in 100% of the staff’s utilization of TM in the
classroom The first section will concentrate on assumed knowledge and skill influences on
stakeholder goal achievements. The next section will focus on the motivational influences on
stakeholders’ success in reaching performance goals. Organizational influences affecting
stakeholder success will be addressed last. Factors influencing knowledge, motivation, and
organization roles on performance will be discussed and analyzed in Chapter 3.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 56

CHAPTER THREE: METHODOLOGY
Purpose of the Project
The purpose of this study was to determine which tools and resources are necessary in
assisting Transcendental Meditation (TM) trainers in in the teaching of school staff and the
implementation of meditation in schools. Daily practice of Transcendental Meditation in K-12
th

grade schools has produced positive results such as increased attendance, decreased truancy,
lower suspension rates, and lower rates of depression, anxiety, and anger among students (Nidich
et al., 2009).
The stakeholder group focused on in this study was that of the TM trainers. TM trainers
are people that are tasked with training all school staff, regardless of position, in the practice of
this type of meditation. The goal is that by the end of June 2018, TM trainers will train and coach
school staff on the practice and implementation of Transcendental Meditation (TM) that will
result in 100% of the staff’s utilization of TM in the classroom. Because of this, the role of TM
trainers is an important one. The sampling group was a purposeful one, made up of TM trainers
from various schools that have a TM program currently in place.
Research Questions
For TM trainers to be successful in the training of school staff, it was important to study
the influences that determine staff by-in and program implementation. Without 100%
implementation, students and staff will not benefit from this program.
The following questions guided this study:
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 57

1. What are The Meditation Program trainers’ knowledge, motivational, and
organizational influences that contribute to the practice of Transcendental
Meditation in every class, every day at the schools in which they work?
2. What solutions and recommendations in the areas of knowledge, motivation, and
organizational resources may be useful in assisting TM trainers in implementing
the practice of TM in schools on a daily basis?
Conceptual Framework and the Relationship Between Stakeholders’ Knowledge,
Motivation, and Organizational Influencers
To understand the relationship between stakeholders’ knowledge, motivation, and
organizational influencers in a study, one first needs to understand the role of a conceptual
framework. According to Maxwell (2013), a framework is the compilation of concepts, theories,
beliefs, and assumptions that helps direct and inform research. A conceptual framework can be
both graphic and narrative in nature and illustrates the key factors and relationship between the
various influencers. A conceptual framework is built or created by the author of the study, it is
not something that can be found through research (Maxwell, 2013).
The knowledge, motivation, and organizational influencers that make up the conceptual
framework have been presented in earlier chapters. It is important to acknowledge that they do
not behave independently of one another. Rather, the knowledge, motivation, and organization
the influencers work together. According to Clark and Estes (2008), “all three of these factors
must be in place and aligned with each other for successful goal achievement” (p. 43). The use of
research questions helped in expressing the integration of these influencers.
The graphic organizer below illustrates the relationship between the various influencers
and the stakeholders’ goal (Figure 1).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 58

Figure 1: Conceptual Framework of the Knowledge, Motivation, and Organizational Influences
This study looked at The Meditation Program. The Meditation Program (TMP) is
sponsored through The Clear Foundation, a nation-wide non-profit organization centered on the
education and practice of Transcendental Meditation. This study looked at those affiliated with
The Meditation Program, especially the TMP trainers. The guiding research questions addressed
influencers affecting the TMP trainers. The Meditation Program partners with schools in various
communities. TMP also introduces and trains staff and students on the use of Transcendental
Meditation as a way to combat stress. The trainers of Transcendental Meditation (TM) were the
Motivation Influencers of
TM Trainers:
Ability to reflect on own TM
teaching, belief in ability to
teach TM to others, job
fulfillment
Knowledge Influencer of TM
Trainers-Knowledge of
student and staff
demographics, procedural
knowledge of teaching adults
Organizational Influencers for
The Meditation Program-
Appropriate external and
internal support, acceptance
of new ideas
By the end of June 2018,
Transcendental
Meditation (TM) trainers
will train and coach school
staff on the practice and
implementation of
Transcendental
Meditation staff’s
utilization of TM in the
classroom.
The Meditation
Program
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 59

main stakeholder group in this study. TMP trainers work in various schools, training staff and
students on the practice of TM. The Clear Foundation works with participating schools in
addressing the cultural models and settings that will assist The Meditation Program in its
success.
Organizational influencers needed to meet the stakeholders’ goal include having access to
the appropriate external and internal supports. For programs to be successful, staff members need
external support such as training, materials, and resources (Zimmerman & May, 2003).
Additionally, internal support such as mentoring and coaching is also necessary for a program to
be successful. For a program focusing on reducing student stress, in this case The Meditation
Program, school support of combating this issue is also crucial (Cheek, Bradley, Reynolds, &
Coy, 2002).
TMP trainers work with staff and students in schools that participate in The Meditation
Program. Knowledge influencers will impact the trainers’ ability to teach others. The trainers
need to be able to make informed decisions regarding the training of others (Richert, 1990), and
understanding each school’s demographics can assist. TMP trainers also need to show staff and
families the practical application of meditation for there to be positive reception and acceptance
of this program (Carnine, 1997).
There are also motivational influencers that affect the ability of an organization or
stakeholder group to meet the set goal. Factors such as reflection, task fulfillment, autonomy, and
task significance are motivational influencers that affect TM trainers and their ability to meet
their goal (Cherniss, 1987). According to the intrinsic value construct, feelings of motivation are
highest when individuals, such as the TM trainers, are engaged in tasks and activities that bring
them joy and are also meaningful (Ryan & Deci, 2000).
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 60

Participating Stakeholders
The stakeholders that were sampled were the TMP trainers. These individuals have been
trained by the Clear Foundation and have been deemed suitable by the Foundation to be trainers
for this program. While there are thousands of TM trainers throughout the country, those
qualified to become TMP trainers are few. L. Kaplan (personal communication, April 28, 2017)
explained the requirements that must be met for a TM trainer to become a TMP trainer. A TMP
trainer must have a Bachelor’s degree, and be in good mental, physical, and emotional health.
For those that have met the qualifications, there is a 6-month residence teacher program that
must be completed. The Clear Foundation and The Meditation Program will only send the most
qualified individuals into schools to work with children and school staff. The TMP trainers work
with various schools and report to both the Foundation and the schools with which they work.
The trainers are responsible for training participating school staff members on the practice of
Transcendental Meditation. The school staff is then responsible for training the students.
Interview Sampling Strategy and Rationale
For this study, interviewing between 6-7 trainers is acceptable as there are only 8 trainers
that meet the interview criteria in the western states and neighboring states. Because this was a
qualitative study, a small sampling was permissible. With so few possible participants, the point
of saturation, or the point where answers may become redundant with no new information
forthcoming, was low (Creswell, 2014). Additionally, the interview process often requires
researchers to develop continuing relationship with respondents. A small number of participants
allowed for this, whereas a larger number of respondents would make this difficult and unlikely
(Crouch & McKenzie, 2016). This initial sampling was purposeful. The study was looking for
specific information that only The Meditation Program trainers have. Maxwell (2013) explains
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 61

that participants in a purposeful study are selected because they have may have information that
is relevant and specific to the questions and goals being researched. He describes that purposeful
sampling allows for the building of relationships with those participants most likely able to
provide useful answers. At the beginning of the study, it was determined that if more than 9
trainers positively responded to the invitation to participate, names would be randomly drawn to
determine those that would be interviewed.
Invitations to participate in interviews for this study were sent to all TMP trainers across
the west coast. Invitations were issued via email, and accompanied by the study’s information
sheet, including the purpose of the study and the methods that were utilized to keep information
confidential and secure.
Because of the nature of interviews, and the location of some TM trainers, both in person
and virtual interviews were conducted. A virtual platform such as Skype or Adobe Connect was
used for the virtual interviews. It was important to receive approval to record participants and
there will be a need to re-watch those conducted virtually.
Interview Sampling Criterion
Criterion 1. TMP trainers that have completed at least one year with The Meditation
Program is some capacity, and are still working with the program, will be eligible to participate
in this study.
Criterion 2. TMP trainers must be willing to participate in an interview that will be
recorded in person or via a web-based application.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 62

Table 5

KMO Question Identification
Research Question Interview Question K-M-O Focus
What solutions and
recommendations in the areas
of knowledge, motivation, and
organizational resources may
be appropriate for TM trainers
to effectively teach school staff
about transcendental
meditation?
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
Describe your ideal setting for
the training of others in
Transcendental Meditation?
Organizational Influences-
Cultural Settings
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
How long have you been
practicing TM in your personal
life?
Knowledge- Metacognitive
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
Which strengths do you think
are ideal for TM trainers?
Motivation- Self-efficacy
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
What strengths do you think are
important for school staff that
participate in the Quiet Time
Program?
Knowledge- Conceptual
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 63

every class, every day at the
schools in which they work?
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
What type of experience do you
have with training others in TM
prior to this year?
Knowledge- Procedural
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
Describe a training session that
you thought went well.
Motivation- Utility Value
What solutions and
recommendations in the areas
of knowledge, motivation, and
organizational resources may
be appropriate for TM trainers
to effectively teach school staff
about transcendental
meditation?
Describe a training session that
could be improved upon.
Motivation- Utility Value
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
Do you feel that you have the
necessary tools and resources to
train school staff in
Transcendental Meditation?
Organizational- Cultural
Settings
What solutions and
recommendations in the areas
of knowledge, motivation, and
organizational resources may
be appropriate for TM trainers
to effectively teach school staff
about transcendental
meditation?
What resources do you wish
you had that would help you in
your training of school staff?
Organizational- Cultural
Settings
What solutions and
recommendations in the areas
of knowledge, motivation, and
What outcomes, if any, have
you observed in school staff
and students that practice TM?
Knowledge-Conceptual
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 64

organizational resources may
be appropriate for TM trainers
to effectively teach school staff
about transcendental
meditation?
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
How do the meditation sessions
fit into your scheduled day?
Organizational-
Cultural Settings
What are The Meditation
Program trainers’ knowledge,
motivational, and
organizational influences that
contribute to the practice of
Transcendental Meditation in
every class, every day at the
schools in which they work?
Does the entire organization
support this program and the
trainers?
Organizational- Cultural
Models

Data Collection and Instrumentation
Before determining the best methods for data collection, it is important to identify what
type of research design was being used. While keeping the research questions in mind, it has
been determined that a qualitative design would be utilized in this case. Because of this, data
collection was completed using interviews, and artifacts.
Regardless of the type of data collection used, the stakeholder group was the same. The
stakeholders that were sampled were the Transcendental Meditation Program (TMP) trainers.
These individuals have been trained by the Clear Foundation and have been deemed suitable by
the Foundation to be trainers for The Meditation Program. TMP trainers work with various
public schools and report to the Foundation and to TMP. The trainers are responsible for training
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 65

participating school staff members on the practice of Transcendental Meditation. The school
staff is then responsible for assisting the trainers in the training of students.
Interviews
Interviewing is important because we, as data collectors, cannot observe everything or
everyone (Patton, 2002). The criterion for interviews were that those interviewed are current The
Meditation Program trainers. The interview process was a single interview opportunity; there
was not a series of interviews with the same person.
Each participating school has at least one TMP trainer assigned to their school.
Throughout the country, there are 20-25 schools that participate in The Meditation Program. Out
of these schools, 7 of them are in the Los Angeles area, 5 are in the San Francisco and Phoenix
area about 8 schools in Chicago and New York. The goal was to interview between 6-7 TMP
trainers from the west coast and neighboring states.
With such a small number of possible participants, a low rate of respondents would
negatively impact this study. Because of this concern, incentives such as a gift card raffle were
offered for those TMP trainers who participated. The Meditation Program directors were excited
about the proposed research, and expressed interest in reading the results.
Interview questions focused on the knowledge, motivation, and organizational
influencers of The Meditation Program trainers. Through a semi-structured format, open-ended
questions were asked. While all participants were asked the same initial set of questions,
additional follow-up questions were asked, depending on respondent’s answers.
Triangulation was used to validate data analysis. Through analysis of interview notes,
transcriptions of actual interviews, and The Meditation Program records and reports, it was
important that similar conclusions were drawn. Triangulation reduced the risk of conclusions
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 66

being drawn from method biases (Maxwell, 2013). Multiple sources added validity, as well as
pointed out what type of validity threats exist.
Data analysis, using information gathered through interviewing, involved coding of
information and thematic analysis. Coding in qualitative research is not simply the counting of
key words or concepts as units, but rather involves categorizing information into common
themes and issues (Maxwell, 2013). Additionally, there are many options available with software
that is used specifically for the analysis of data from qualitative research.
Document Analysis
Document analysis was also used as part of this study’s data collection process. Mined
from various sources, the documents were used to verify information, present evidence to back
assumptions made, and to provide credible background material on both The Meditation
Program and The Clear Foundation. Material utilized included The Clear Foundation’s self-
published material, the biography of The Clear Foundation’s founder, and recommended reading
from TMP trainers regarding both Transcendental Meditation and The Meditation Program.
The Clear Foundation conducts extensive research regarding its various programs. There
was a plethora of information, both through publications and through videos, explaining
Transcendental Meditation, the purpose of The Clear Foundation, and effects of The Meditation
Program. Additionally, documents published through individual school sites that participate in
The Meditation Program were also used to collect data. Information was found on school
websites, minutes from school board meetings, and published interviews with participating
schools’ administrators, teachers, and students.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 67

Data Analysis
The purpose of data analysis is to make sense out of the data. To do so, information must
be reviewed, consolidated, and interpreted (Merriam & Tisdell, 2016). Throughout the data
analysis process, the researcher needs to be continuously aware of possible patterns,
commonalities, and deviations. Additionally, emerging stories that can help shed light on the
broader topic of this study can be found during the data analysis process. As a qualitative study,
there are many phases of analyzation and coding that must be navigated prior to determining
themes and recommendations. Completed interviews were transcribed prior to coding.
An outside service was used to transcribe all interviews. Once the transcriptions were
received, a code book was created. Creating a code book is an initial and arguably most critical
step in analyzing interview transcripts (DeCuir-Gunby, Marshall, & McCulloch, 2011). To create
this codebook, the researcher identified codes, or labels, to units of information found within the
transcriptions. This initial step of open coding provided an oversight of the interview
transcriptions. The information labeled were phrases, sentences, or paragraphs that connect to a
specific topic, context, or setting. The initial step of coding involved assigning codes from pre-
determined codes or labels, called a priori coding. This step involved going through the
transcripts multiple times. The a priori codes were created from the research questions and goals,
related literature, and theory. In this study, information relevant to the knowledge, motivation,
and organizational influencers of The Meditation Program were at the center of the data analysis.
The study’s conceptual framework was important in determining the open coding labels.
Once the a priori codes were completed, and the transcripts were initially analyzed, the
axial coding phase took place. During this phase of coding, the researcher identified any
connections between the a priori codes. It was during this phase that quotes and information
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 68

taken directly from the transcriptions were added to the code book. During this phase, it was
important to break down the information into the smallest piece of information possible that
could stand on its own. This means that the information needed to be interpretable, even in the
absence of other information. The information provided in the code book was compared, looking
for categories that could be condensed and still be relevant to the study. The similarities between
various research participants became apparent, as well as any contradictory information or
beliefs. It is through this phase that themes and commonalities became apparent.
Through all coding phases, it was important to revisit the research questions. The
researcher needed to consider all information and ask, “Is this what I said I was going to talk
about?” While there was a large quantity of information provided through the interviews, only
information responsive to the research questions and conceptual framework was considered for
this study. Information gleaned from interviews, artifacts, and typical responses need to be
viewed through the lens of the research questions. All the information may be interesting, but
only relevant information as determined by the research questions and conceptual framework
was included in Chapter 4.
Once all coding of information was complete, data themes were identified, either by the
researcher or by a software program. The process of identifying themes was responsive to the
research questions. The criteria used to identify themes follow Merriam and Tisdell’s (2016)
recommendations of being exhaustive, mutually exclusive, sensitive, and conceptually
congruent. To be exhaustive, the themes encompassed all relevant data. Data was limited to one
category per unit, there was not any information that fits in multiple themes. By being sensitive,
the naming of the categories was obvious enough as to be self-explanatory. Additionally, all
categories or themes were on the same level of abstraction. Extremely specific categories can be
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 69

included in sub-categories. Once the themes were determined, appropriate data was provided to
back up the assertions. The data needed to support the themes.
During the transcription and analyzation phases of research, neutrality remained by
interpreting what is written, rather than making assumptions. Findings were reread, and the
researcher looked for possible recommendations, assumptions, or wording that would insert
personal feelings or biases. Any that were found were then removed. Also, it was important to
make sure that quotes and summations were kept in context. A word or phrase cannot be taken
on its own, but rather kept with the setting in which it was said or written. Additionally, the
researcher needed to consider his/her own background to see if similarities affected the ability to
read and analyze objectively.
In this study, there were certain biases that came up. This study delved into the use of a
program focusing on Transcendental Meditation in schools. As a practitioner of Transcendental
Meditation, it was important that the researcher reviewed assertions and removed any personal
feelings from the data interpretations. As an educator, additional biases came up as trainers were
interviewed. Through data review and data triangulation, biases were eliminated from the
conclusions drawn from data collection.
Credibility and Trustworthiness
For research results to have any meaning, ensuring credibility and trustworthiness is
crucial. Qualitative research is based on a separate set of assumptions than quantitative research.
Qualitative research is based on finding themes rather than testing hypotheses. Instead of
working with data that is used to determine if a specific treatment influences an outcome,
qualitative data is grounded in philosophical assumptions (Merriam & Tisdell, 2016). Because of
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 70

this, a qualitative researcher must guarantee the credibility and trustworthiness of both compiling
and analyzing of data.
For this study, Tracy’s (2013) criteria for excellent qualitative research was referenced.
The criteria are that the research is on a worthy topic and is conducted with rigor, sincerity, and
transparency. Additionally, according to Tracy (2013), the research needs to resonate with
different audiences and makes a significant contribution. Additionally, the research needs to be
conducted ethically and the study needs to be meaningful and relevant to the research questions
and referenced literature.
Trustworthiness of the data is tied directly to the trustworthiness of the researcher
(Merriam & Tisdell, 2016). While policies relating to ethical research can be found in most
organizations, it is the personal ethics of the researcher that has the greatest impact on the study.
To ensure the trustworthiness of the study, there was transparency between researcher and
participant. The purpose of the study was explained in the information sheet that was provided to
all participants and potential participants. Additionally, information gathered was coded and kept
on a secure server, and personal information regarding subjects was also coded to protect
participants’ privacy. Confidentiality was kept as much as possible, and Patton’s (2015) Ethical
Issues Checklist was used as a reference. In addition to explaining the purpose of the study and
addressing the issues of confidentiality, the Ethical Issues Checklist included reciprocity,
promises, risk assessment, informed consent, data access and ownership, interviewer mental
health, ethical advice, and data collection boundaries.
A major concern regarding qualitative research is that of the findings reflect the reality of
a situation or phenomenon. Data is meaningless until it is interpreted. Therefore, credibility
exists when the data presented matches with the findings and interpretations. To ensure the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 71

credibility of data, the triangulation method was used. Triangulation is the use of multiple
measures to analyze and interpret data, and compare the findings (Merriam & Tisdell, 2016).
Information and data gathered through interviews, the reading of transcripts, and additional
research were all components of the triangulation method used in this study.
To maintain credible interpretations of data, the use of researcher reflectivity was used. It
is crucial to the integrity of the study that any potential bias or presumptions be acknowledged
and explained. Once potential biases were recognized, strategies such as reconstructing interview
questions was utilized, as well as journaling of experiences and thoughts, ideas, and concerns.
Another technique that was used to maintain credibility was member checks. This process
involved sharing preliminary findings with some of the participants that were interviewed
(Merriam & Tisdell, 2016). It was important that the findings were not wrongly interpreted, and
that researcher bias were minimal.
Ethics
In qualitative research, the trustworthiness of the data is frequently tied to the
trustworthiness of the researcher and the data analysis (Merriam & Tisdell, 2016). The role of
ethics and ethical behavior play a large part in establishing a researcher’s trustworthiness. In this
study, information was gathered through interviews. Participants were provided information
regarding ethical informed consent. Per Glesne (2011), ethical informed consent includes
information that the study is completely voluntary, that participants were made aware of any
aspects of the study that might be harmful, and that they could discontinue their participation in
the study at any time. Additionally, participants were assured that confidentiality was kept as
much as possible and that names would be removed and coded to help with this process. All
interview and observation materials would be securely stored. Participants would be notified
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 72

when recording devices were to be used during interviews. There were no incentives for
participants since that might place undue influence on participants. Thank you notes were sent to
all participants and a randomly picked participant received a gift card after the interviews. As
required, this study was submitted to the Institutional Review Board (IRB) at University of
Southern California and was aligned with the rules and regulations as mandated.
Additionally, to remain objective and ethical, it is crucial that the researcher realize and
address possible reasons for bias (Merriam & Tisdell, 2016). Regarding this study, the researcher
identified two areas of possible subjectivity. As an educator, both in the classroom and outside of
the classroom, it was challenging to remain objective when interviewing other educators. Also,
as a practitioner of Transcendental Meditation, the researcher needed to be aware her own
experiences may differ from those she was interviewing. It was necessary to take copious notes
and to refer back to transcriptions to ensure that assumptions made, or conclusions drawn were
based on data collected rather than from personal experiences. It is the researcher’s belief that the
use of these methods to verify data has resulted in a study that is fair and objective.
Limitations and Delimitations
In qualitative research, there are situations and circumstances which are out of the
researcher’s control that may affect or restrict the analysis and applications of the research data,
known as limitations. While no study is without limitations, a valid study must address possible
limitations. With reference to this research study, there were limitations that were out of the
researcher’s control and could possibly hinder the ability to apply the findings to a larger
population. The limitations of this study have been identified as relating to sampling size,
instruments used to gather data, and time constraints.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 73

With so few The Meditation Program trainers, there was a small number of possible
participants. Without 100% participation from the trainers, the sampling pool from which to
choose was even more limited. Because the results and recommendations affect so few, a limited
number of participants is not as limiting as it would be if there were a larger number of TMP
trainers. This conclusion was drawn once data was reviewed and signs of saturation became
apparent with so few participants.
Another limitation to this study was regarding the instruments used to gather the data.
Initially, both interviews and observations were to be used to gather information. Observations
went against the research protocols presented by The Clear Foundation, which allowed only for
interviews. The interviews were conducted both in person and via the telephone. The absence of
other data collection methods created a limitation in the ability to validate the interview answers
through observable actions and activity. Because of this, data review and validation relied on
literature and interview notes and transcriptions.
Due to the length of the study and trainer schedules, time was limited and may have been
a factor in the number of trainers who volunteered for this study. The fall semester, which is the
time period of this study, includes the start of school and leads directly into the Thanksgiving
and winter holidays and breaks. Scheduling interviews was challenging due to a small window of
opportunity. It should be noted that during the window of time allotted for interviews, a slew of
natural disasters, including wildfires, hindered the ability for some to take part in the study.
While limitations correspond to situations or factors that are out of a researcher’s control,
delimitations are linked to aspects that were choices made by the researcher. Upon reviewing the
purpose of this study, some identifiable delimitations were recognized. Three items that
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 74

influenced this study were the choice of organization to study, the location of the stakeholders,
and the type of program to investigate.
By focusing on The Clear Foundation, the number of potential participants was limited.
Other organizations offer in-school meditation programs that could have been studied. The
decision to work exclusively with The Clear Foundation was made because of the reputation of
the organization and research that it has conducted regarding The Meditation Program and
Transcendental Meditation in schools. While this choice may have been limiting, it is regarded to
be a sound decision since this organization is the leader in implementing The Meditation
Program. In addition, limiting the participants to the west coast and adjoining states also limited
the available participants. Because the original intent was to conduct observations in addition to
interviews, east coast schools were not included due to the distance.
The third limitation had to do with the type of program being researched. Meditation,
growth mindset, and mindfulness are all inward thinking programs making their way into the
education lexicon. Transcendental Meditation was chosen because the researcher was initially
intrigued by The Meditation Program and the results it was showing. Meditation and mindfulness
are often mistaken as being different parts of the same practice, they are in fact extremely
different and it is the process of Transcendental Meditation that held the researcher’s interest.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 75

CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to determine which tools and resources are necessary in
assisting The Meditation Program (TMP) trainers in the teaching of school staff and the
implementation of meditation in schools. Using the research questions as guidance, data was
collected to identify which knowledge, motivation, and organizational influencers were needed
to allow TMP trainers to successfully train school staff in this program. This study’s purpose was
not to evaluate The Meditation Program itself, or Transcendental Meditation, rather its purpose
was to evaluate and determine what, if any, gaps existed in the resources needed to train school
staff in the program’s implementation. Clark and Estes KMO Gap Analysis was used to identify
possible missing influencers. These results and findings are specific to The Clear Foundation and
The Meditation Program and may not be generalizable to other organizations and programs. The
research questions used to direct this study were:
1. What are The Meditation Program trainers’ knowledge, motivational, and
organizational influences that contribute to the practice of Transcendental
Meditation in every class, every day at the schools in which they work?
2. What solutions and recommendations in the areas of knowledge, motivation, and
organizational resources may be useful in assisting TM trainers in implementing
the practice of TM in schools on a daily basis?
The results and findings to this question will be explored throughout this chapter, and the
solutions and recommendations will be in Chapter 5. The data will be used to either validate or
invalidate knowledge, motivation, and organization assumptions made in Chapter 3.
Additionally, after analyzing data, three major themes have been identified and will be used to
support the assumptions through the lenses of Clark and Estes (2008) KMO Gap Analysis.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 76

Table 6

Themes Found in Data Collection

Theme KMO Influencer

Additional Professional Development regarding the “why” of
The Meditation Program for school staff would be beneficial.

The Meditation Program trainers need to feel confident in
their abilities to train others and empowered to lead school
staff.

Administration must be supportive of implementing The
Meditation Program
Knowledge

Motivation

Organization

Data Collection
The original plan for data collection was based upon a mixed methods approach, relying
on both qualitative and quantitative data through interviews, observations, and surveys. Due to
program protocols, permission to conduct both observations and surveys were denied, leaving
interviews and artifacts. Data collection in the form of interviews took place from November
2017 - January 2018. The interviews were conducted both in person at a location outside of
participating schools, and via telephone. Interview questions were focused on identifying the
knowledge, motivation, and organizational influencers, both in place and needed, by TMP
trainers to teach school staff about meditation and administering a school-wide meditation
program. Once interviews were completed, it was important to keep the participants’ identities
confidential. To allow for the referencing of the interviews, each interview record was randomly
assigned a letter, A-G. In no particular order, the interviews were coded with a reference letter
such as Participant A, Participant B, and so forth, which is how they are referred to throughout
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 77

chapters 4 and 5. Review of artifacts and research material took place between January 2017 and
January 2018.
Demographic Data
The Meditation Program is in fewer than 25 schools throughout the United States.
Because of this, the available number of possible research participants was very small. The goal
was to interview 6-7 TMP trainers. In the end, seven participants volunteered out of the 10
invitations sent. Invitations were not sent to all trainers due to the inability to find contact
information for some. The seven respondents were from the west coast and neighboring states.
The number of years the TMP trainers have been practicing Transcendental Meditation in their
personal lives ranged from less than 2 years to 47 years. The range of the respondents training
others as part The Meditation Program was from less than one year to 13 years. All participants
had a Bachelor’s Degree, and four had post-graduate degrees. Five out of the seven interviewed
were female and three had prior experience in working with kids.
Results and Findings for Knowledge and Skills Causes
Prior to data collection, five assumptions were made regarding knowledge needed by
trainers to successfully administer The Meditation Program. After data collection, an additional
assumption was made and added to the list. Table 7 identifies the assumed knowledge influences,
including the new procedural assumption, which category of knowledge influencers the
assumptions falls under, and whether the assumption has been validated by the data collected.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 78

Table 7

Validation of Knowledge Assumptions

Category Assumption Validated Not
Validated
Declarative

Declarative

Declarative

Declarative

Metacognitive

Procedural
(New Cause)

TMP Trainers need to know the
demographics of the student populations with
which they will be working.

TMP trainers should be knowledgeable about
the reasons for stress in students’ lives.

TMP trainers need to know why
Transcendental Meditation is used as the
cornerstone of this program

TMP trainers need to know how to teach
educators.

TMP trainers need to self-assess their
knowledge of their own meditative practices

TMP trainers need to have classroom
management skills to assure a safe and
productive meditation session.
X

X

X

X

X

X

Knowledge Influencers
Declarative knowledge. Of the five original knowledge influencer assumptions made,
four of them were in the form of declarative knowledge. Because declarative knowledge is
needed as a foundation on which to build other knowledge (Krathwohl & Anderson, 2010), these
four assumptions were crucial for the basis of a successful meditation program. All four
declarative assumptions were validated by the collected data and analysis.
To strengthen the implementation of The Meditation Program, TMP trainers would
benefit from having information regarding the demographics of the students with whom they
work. Understanding demographics is essential because students come to school with culturally
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 79

instilled beliefs, ideas, and customs (Hodgkinson, 2001). As Participant E mentioned, distinct
cultural norms can be confused with disrespect or misbehaviors. For example, if a student does
not make eye contact with a teacher, it is not necessarily out of defiance, but rather direct eye
contact may be a sign of disrespect according to the student’s home culture.
Additionally, six out the seven interviewed participants mentioned the importance of
understanding the community and its demographics in which the school resides. For TMP to be
supported by families, there needs to be a reciprocal understanding and respect between trainers
and the school’s community. Schools participating in The Quiet Time Program are in areas with
large populations of underserved students. Many families have limited education and speak little
to no English. Many have deep religious roots and according to two of the study participants,
often mistake Transcendental Meditation as having religious connotations rather than secular.
Participant G clarified that knowing the beliefs of the community and families would have been
helpful prior to his week as a TMP trainers. “Most of my first week was spent talking to kids and
parents promising them that Transcendental Meditation was not religious. We don’t talk about
God or anything religious. It took a little while to convince everyone,” explained Participant G.
Of the study participants that mentioned the importance of showing respect for the community,
half also mentioned the importance of understanding the students’ background as being key to
gaining acceptance and support of The Meditation Program.
Needing to understand the reason for stress in students’ lives was also validated through
the interview process. Participant A went into great detail regarding the need of understanding
what causes stress, and added that this need to understand stressors is not important to just the
trainers, but to all school staff that work with students. The reasons for student stress should be a
topic covered by mental health professionals during professional development. Because stress is
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 80

not limited to academic influencers, adults needs a better understanding of the emotional and
social impact of student stress. Participant A went on to explain that at small schools there is
limited mental health help available to students. She added, “Additional mental health support
would help kids deal with stress.” Knowing that Transcendental Meditation can bring up
uncomfortable thoughts or memories, it would be useful to have some prior knowledge regarding
possible experiences or situations. According to Participants E, F, and G, having this knowledge
could be useful, however it is not imperative. Regardless of the reasons for stress, it is more
important to know how to handle stressful situations rather than the reasons behind them.
A large component of any successful product or program is to get stakeholder buy-in. To
do so, understanding the why of the product or program is crucial (Hoff, 2016). Understanding
the “why” connects people in their beliefs in a mission and vision of a program. According to
leadership expert Simon Sinek’s 2009 Ted Talk, “It’s not enough to know what you do and how
you do it. At our essence, we are most motivated by knowing why we do things.” People are
more likely to commit resources and time when they understand the purpose of something.
Transcripts from interviews show that four of the seven participants mentioned the need to
understand why Transcendental Meditation is being used as the cornerstone of The Meditation
Program. “Because there is limited time in training of school staff, often the ‘why’ gets
overlooked,” mentioned Participant F. Others echoed this sentiment, explaining that there is so
much information that must be covered in a short time that some things get set aside. Participant
G also questioned if a possible reason for a lack of support for some staff could be attributed to
the lack of understanding the “why” of using Transcendental Meditation for this program. The
data reinforces the assumption that an important knowledge influencer is knowing why the
program utilizes TM.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 81

Procedural knowledge. An additional assumption was made on the belief that TMP
trainers need to know how to teach educators. As with students, teachers learn through a variety
of methods and styles. To effectively teach school staff about Transcendental Meditation and
The Meditation Program implementation, trainers need to be knowledgeable on ways to reach
and teach them. Participant G said, “Some teachers are really strong in knowing their subject
area, but without having control of the class, it can be useless. Kids can’t learn in chaos, some
see it enough at home.” Participant C echoed that students cannot learn in chaos. All study
participants agreed that it is important to know how to teach adults, but many went on to explain
that teachers need to know more than just how to meditate or assist others in meditation. Five of
the seven participants (Participants A, B, C, D, G) expressed concern that teachers do not all
have classroom management skills needed to create a safe learning environment. While the need
to be able to teach educators is a declarative knowledge influencer, since it is a foundational
concept, the need for teachers to improve classroom management skills, a procedural knowledge
influencer, emerged from the discussion and data. Participant B, E, and G mentioned the desire
to give teachers instructions on instituting additional classroom procedures to assist with
management, but understood that this is out of their scope. Participant B described situations
where a command or hint such as having all students facing the same way would have been
helpful and instilled a sense of organization in the classroom prior to the beginning of a TM
session. Participant F said, “Many of the management skills needed are usually taught in a
beginning teacher course. Maybe some of the newer teachers haven’t taken them yet.” The
participants that did mention the need for more classroom management skills, all noted that they
did not feel comfortable or empowered to mention this to the classroom teachers. It was
mentioned that as part of the training of teachers, it would be useful to have a segment that
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addresses classroom management skills and how to redirect poor behaviors or off-task behaviors.
Participant D added, “Its walking a thin line at times, these aren’t our classrooms, I don’t want to
overstep my welcome.”
Metacognitive Knowledge. While many of the knowledge assumptions focus on the
needs of others, TMP trainers do need to be aware of their own meditational practices. An
integral part of Transcendental Meditation is to self-assess one’s own practice and to meet with a
TM teacher or class to refresh one’s practice. According to Transcendental Meditation Glasgow
(2016), it is recommended that TM practitioners take part in a refresher TM course. A refresher
course can help keep people on track and limit any unwanted habits that can negatively affect
one’s meditation. This metacognitive influencer asks TMP trainers to take a reflective look at
their own TM practice and to be aware of their individual meditation. After interviewing the
seven participants, it became clear that while one person mentioned that it was important to be
aware of her own meditation practice, it was not an overall concern or need to be addressed.
Participant A, the one participant that did feel there were benefits to this self-assessment, said,
“Self-reflection should always play a role. Therefore, TM has refresher courses that people
should attend regularly.” The six other participants did not mention this as a necessary part of a
successful TMP program. When asked about this assumption, Participant E explained that to
become a trainer, he had to already be practicing TM in his personal life for a certain amount of
time. He added, “I don’t think my own reflection is that important to the program. I wouldn’t be
in this position if I wasn’t dedicated to TM.” Additionally, Participant F said, “I am reminded to
look at my TM practices as I lead others.” This assumption was not validated.
Conclusion of knowledge influencers. The knowledge influencers were made of
declarative, procedural, and metacognitive behaviors. Five out of the six assumptions were
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 83

validated through data gathered from interviews and supported through research. The need to
understand student demographics and its effect on community respect and appreciation was
important to those interviewed and was viewed as being helpful in working with students and
families. Additionally, understanding the reasons for the use of Transcendental Meditation as the
cornerstone of The Meditation Program was also viewed as being important to the
implementation of a successful program. Participants were open to the idea of additional training
regarding working with teachers. The participants also requested training for both themselves
and teachers in the area of classroom management.
The assumption that was not validated through the interview process was regarding the
ability to assess one’s own Transcendental Meditation practice. While admittedly this is
important, the study participants did not believe that it would greatly add to or diminish the
implementation of The Meditation Program.
Results and Findings for Motivation Causes
At the beginning of this study, three assumptions were made regarding motivation
influencers needed by trainers to successfully administer The Meditation Program. Table 8
identifies the assumed motivation influencers, which category of motivation influencers the
assumption falls under, and whether they have been validated by the data collected.
Table 8

Validation of Motivation Assumptions

Category

Assumption Validated Not
Validated
Self-efficacy

TM trainers need to believe that they are
proficient in their abilities to teach and coach
teachers in the daily practice of TM

X

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 84

Utility Value

Expectancy Value
TM trainers need to realize that everyone
learns differently and adjust their teachings of
TM to allow for acceptance and ability by
staff members.

TM trainers need to be aware of the reasons
for teachers’ stress and resistance to the
program.
X

X

Motivation Influencers
Self-efficacy. Of the three motivation assumptions made, all three were validated through
data collection from interviews and additional research regarding self-efficacy and its
relationship to empowerment. Self-efficacy, the belief in one’s own abilities, is an important
motivational tool. Clark and Estes (2008) describe motivation as the what that keeps us moving.
It is what keeps us going and helps us determine how much time and energy to spend on tasks.
The stronger the sense of one’s self-efficacy, the stronger the motivation of that person to
complete related tasks and activities (Bandura, 1994). TMP trainers with strong self-efficacy
regarding their role in The Meditation Program and their role in the classroom often have a
stronger presence during the daily meditation sessions. Participant C said, “[trainers] need to be
empowered and believe in themselves. They need guts to step out of the box.” Lorig (1996)
describes the relationship between self-efficacy and empowerment as a reciprocal one. Self-
efficacy is measurable and grows as one’s sense of empowerment grows. Lorig mentions that
people with low self-efficacy usually do not feel empowered in situations. In many of the
interviews, the need to feel empowered was mentioned. Trainers indicated that a question of
clarity surrounding their abilities to discuss sensitive issues with the classroom teacher existed.
Participant A explained, “Implementing a strong program doesn’t happen overnight. We start by
finding our boundaries and figuring out what we can and can’t, or should or shouldn’t do in a
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 85

session.” Participants A and G mentioned times of feeling intimidated by teachers, feeling as if
they were less experienced or had little authority in the class. Participants E and F also discussed
the role of modeling, and that when teachers paid little attention to the trainers, the students
followed their lead. “The kids know that their teacher is in charge, I need to assert myself if I
want them to follow me instead. It can be scary at first,” explained Participant F. It has been
observed that when teachers are off-task or working on their computers during a meditation
session, students are less likely to focus or stay focused on their own meditation. “[Trainers]
should be able to tell the teachers what to do during the meditation session. It isn’t free time and
when misused, can derail the entire program,” said Participant C.
Additionally, teachers set the tone of acceptance regarding The Meditation Program. By
respecting the time allotted for TMP, teachers send a message to students regarding the
importance of this program. Trainers need to feel empowered and confident in their own skills to
remind teachers of the sanctity of the time set aside for The Meditation Program. Physical
actions as well as verbal cues can affect student behaviors. In addition to physically showing
respect to the program, teachers should speak of it in a positive manner and be supportive of the
program during class discussions. Participants B and E mentioned that having had prior
experience in education and specifically in the classroom has helped them understand the
importance of modeling behaviors and the effect of their actions on students’ actions. Three of
the seven participants mentioned the desire to start all staff meetings with a meditation session.
“Having administration show everyone the importance of the program and of meditation by
starting staff meetings with it would send a powerful message to everyone. It would be the
ultimate form of modeling and setting an example,” explained Participant F. Similar sentiments
were expressed by others as well. Participant D said, “The principals don’t always seem to be
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 86

aware of how their actions set the trend. I think teachers would be more engaged in TMP if the
school admin was.”
Four of the seven study participants discussed the importance of developing relationships
with classroom teachers, administration, and students. Participants A, B, D, and E all mentioned
the need to initiate relationships with the school community. Participant A said, “I wish there
were more personal relationships with people employed by the school.” She described a feeling
of “us” and “them.” “We (the TMP trainers) don’t always feel included or like we are a part of
the school,” she explained. Two of the three youngest participants mentioned feeling
apprehensive about establishing relationships with school staff. While understanding the
importance of it, there was a sense of a power imbalance. They did not feel as if there was a level
playing field, one in which The Meditation Program staff was equal to school staff. Participants
mentioned the desire to be included in school-wide meetings and to be part of the planning of
professional development sessions. There was a general feeling among those interviewed that
they were not part of the school, rather they are an after-thought. Not wanting to cause trouble,
some trainers expressed the desire to “stay under the radar”. On behalf of those participants with
a strong sense of empowerment and self-efficacy, Participant C said, “[trainers] need to take
responsibility for the program… TMP is ours and it is up to us to set the conditions in the
classrooms. That is our job and responsibility to the kids.” By increasing their self-efficacy of
empowerment, trainers would be able to take ownership of the program and begin or continue to
grow important relationships with school staff.
Utility value. Utility value is another motivation theory that defines this as wanting the
benefits that come with a finished product (Clark & Estes, 2008). The actions or activities people
choose are not always because of the love of the process, but rather because of the possible
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 87

outcomes. In addition to a sense of empowerment, TMP trainers that are cognizant of the many
different learning styles are often more equipped to working successfully with teachers.
Understanding the different learning styles of teachers assists TMP trainers in establishing the
value of this task and its necessity in reaching of the overall goal. This theory, utility-value,
correlates the act of teaching teachers with the end goal of having a successful meditation
program. Participant A mentions, “Different teachers have different learning styles. It is
important that I ask teachers their preferences. The program is very scripted, but not every class
is conducted the same way. For example, in one class there is a student that helps lead the class.”
The biggest obstacle identified through trainer interviews regarding teacher training was that of
willingness to implement the program. Participants mentioned working with teachers that were
originally on-board with implementing The Meditation Program, yet when time came to
implement, were less enthusiastic. Participants C and E both mentioned experiences of working
with teachers that looked negatively upon the program. Participant E discussed the need for
teacher buy-in, even if the teacher does not practice TM out of school. He said, “I don’t want to
be the one always initiating.” He went on to explain that teachers also need to be able to speak up
if they do not like how the program is going or if they have questions. Trying to find ways to
change the narrative and train the teachers has been challenging. Finding connections with
negative teachers or staff has been an obstacle, and the repercussions can be detrimental to the
overall success of the program. Participant C explained that, “one bad apple can spoil the
bunch.” Negativity can be contagious and affect those teachers that are struggling or less
connected to meditation. “It is hard working with someone not on board with TMP. It takes
trying different tactics until something clicks. Hopefully something will click,” answered
Participant F. According to a 2012 Gallop Poll of K-12 teachers, 70% of the respondents claimed
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 88

feeling disengaged and stressed. The poll also concluded that teachers with these feelings are
likely to spread their negative attitudes to co-workers and will devote minimal effort to their jobs
(Klein, 2014). Trainers with the understanding of different learning styles have more tools and
resources at their disposal to combat various challenges that may arise when teaching school
staff.
Expectancy Value. Part of understanding different learning styles is closely related to
the third assumption. TMP trainers need to understand the reasons for teacher stress and the
commitment that implementing The Meditation Program has on a teacher’s schedule and work
responsibilities. TMP is integrated into the schools’ daily schedule. Most trainers agreed that the
schedule is adhered to daily. There have been instances when teachers have delayed or ignored
the schedule, but it is rare. The desire to postpone or omit meditation from daily practice is a by-
product of teachers’ feeling overwhelmed by scheduling commitments and work requirements.
Trainers with a firm understanding of this are better equipped to face this problem and work with
teachers in finding solutions. “TMP can’t be seen as disposable or optional, it has to be a
respected time in the daily schedule,” explains Participant E. Participant B mentioned, “Teachers
on board with the program see the value and keep the scheduled time consistently.”
When asked about teacher qualities that benefit The Meditation Program, participants
shared the need to be flexible and open-minded. When asked about teacher strengths, Participant
E said, “There needs to be a strong desire to take the program on. Teachers need to be willing to
sacrifice instructional minutes.” Trainers understand the innovation of The Meditation Program
and that it is relatively new to the educational environment. Teachers that are open-minded and
able to think out of the box seem to have less conflicts with scheduling and other educational
commitments than those that are less open-minded and are more receptive to the program.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 89

Participant A said that important teacher qualities were, “the willingness to learn, the willingness
to hold themselves and others accountable, and the ability to inspire others.” Participant B
attributed an intense sense of understanding a teacher’s responsibility and stress level to his past
experience as a teacher. Participant C added, “The greatest strength in teachers is the ability to
see the value in giving students time to reset, to heal from toxic drama.” The more aware a
trainer is of a teacher’s external and internal stressors, the greater support and assistance the
trainer can offer him/her.
Conclusion of motivation influencers. The various motivation influencers have all been
validated through interviews and research consisting of program related materials, literature
reviews, and material presented throughout OCL courses. TMP trainers need to believe in their
own abilities of empowerment and their right to form relationships with school staff, regardless
of position. Additionally, trainers need to be cognizant of the diverse types of learning styles and
that not all teachers and other school staff learn in the same manner. Addressing and being aware
of teacher stress levels and responsibilities affects a teacher’s acceptance of the program and is
linked with different learning styles. Assisting teachers with recognizing stress levels and the
value of meditation can be an effective tool in reaching and teaching teachers, thus helping with
successful implementation of The Meditation Program.
Results and Findings for Organizational Causes
Table 9

Validation of Organizational Assumptions

Category Assumption Validated Not
Validated
Cultural Model
Influence 1

Some staff are resistant to practicing
meditation in schools.

X

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 90

Cultural Model
Influence 2

Cultural Model
Influence 3
(New Cause)

Cultural Setting
Influence 1

Cultural Setting
Influence 2

TMP trainers need to create an atmosphere
that acknowledges the additional
responsibilities that the introduction of TM
puts on staff members.

TMP trainers need to feel supported by school
staff.

Teachers are worried about taking time away
from academics to pursue meditation.

TMP trainers need tools and resources to be
able to teach staff members about TM.

X

X

X

X

Organizational Influencers
Cultural model. Cultural modeling and setting greatly affect an organization’s beliefs
and values. The physical space, or setting, in which The Meditation Program takes place can
influence the daily practice of meditation and the ease in which it occurs. The organization’s
modeling dictates the reception of the program by staff, students, and families. The perception
and acceptance of the program relies heavily on a participating school’s culture. This modeling
behavior will impact the implementation of The Meditation Program by school staff.
Regardless of the amount of support, some teachers may be resistant to the
implementation of The Meditation Program. Study participants recognized that not all teachers
practice Transcendental Meditation in their personal lives, yet this cannot stand in the way of
assisting in the implementation of TMP at school. Creating an environment that recognizes this,
yet still holds all accountable can be beneficial to program acceptance. Participant F spoke about
working with one teacher that refused to participate in his own personal meditation, but did not
stand in the way of implementing the program. “This one teacher had solid religious beliefs that
didn’t support TM. That didn’t stop him from having his class participate, he just didn’t,” he
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 91

explained. Working together, both Participant F and the teacher felt as if their concerns were
heard, and the teacher’s feelings did not hinder the implementation of TMP. Others said that
while some teachers do not meditate, they wish the teachers would because of the benefits of
meditation. To expand on this, Participant F mentioned feeling frustrated when speaking with
teachers regarding the implementation of TMP. He explained that some teachers are
apprehensive about practicing Transcendental Meditation. Citing reasons such as stress and time
constraints, some teachers are reluctant. Participant F said that his frustration comes from
knowing that by practicing TM regularly, stress levels decrease. TM also brings clarity, which
could help with time constraints. “It’s usually when you don’t want to meditate that you need it
the most,” he said. If someone is more focused because of TM, less time will be spent on some
activities or assignments. Less time spent on activities would result in more available time, thus
alleviating some time constraints. Some participants did explain that very few teachers that do
not practice Transcendental Meditation cite religious practice as a reason for this. Trainers said
that they felt more comfortable discussing TM practice with those against it due to time
limitations rather than due to religious reasons because it can get uncomfortable quickly.
Religion is very personal, and trainers do not want to overstep invisible boundaries. Recognizing
and acknowledging teacher reluctance can help trainers create solution-centered environments
that are supportive.
Other factors play a role in an organization’s acceptance of a program. Trainers have
identified that new teachers do not always receive adequate training on The Meditation Program.
Participant B mentioned, “It would be helpful if school administrators encouraged new teachers
to attend TM training. They need to understand it to practice it.” This lack of training can cause a
lack of understanding the program’s importance. All staff go through TM training and at the
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beginning of every year, most schools offer some type of professional development session
reviewing The Meditation Program. Four participants expressed concern over the training of
teachers that start their employment after the official start of the school year. Participants B, D,
E, and F mentioned the need to make sure all teachers, especially new-to-the-school teachers,
need to attend TM training. Teachers that start after the beginning of the school year do not
always receive TM training. “This can sometimes cause confusion because they are already
coming in late to the game, after school has started. If they haven’t been trained, then it sets them
back even more,” explained Participant G. This is concerning to the trainers because not only
does it put these teachers at a disadvantage in program implementation, it also sends a message
to new staff that the program is not important enough to warrant training. Participant D said, “It
gets difficult to stress the importance of this program when the school doesn’t see it as important.
Just as a teacher needs training in different subjects, she also needs to be trained in meditation.”
Participants D, E, and F all mentioned that while it may be a generalization, new teachers are
often the most willing to try new practices and want to please administration. Participant E said,
“Older teachers are less likely to participate personally in TM, but have the classroom
management skills to make sure the class is. New teachers buy into the program more, but lack
the skills to keep the class calm.” The trainers offer to train and work with these new teachers,
but without administrative support, the offer is sometimes futile. “I have an office that I can use
to train teachers, but when I offer, they don’t take me up on it,” explains Participant D.
The resource of program support was an organizational influencer that was added after
the initial assumptions were made. After interviewing the trainers, it became clear that it
warranted its own assumption. Participants A, B, C, D, and G mentioned that if staff or
administration do not fully support the program, or model negative behaviors towards the
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program, teachers experiencing time constraints or additional stress will be less likely to
implement the program with fidelity. The trainers are tasked with creating an atmosphere of
acceptance. Participant E mentioned relying on established relationships to talk to teachers about
program implementation. “It’s easier to talk to school staff when we have an established
relationship. It helps when we are all on the same page,” explained Participant E. A school that
has an environment of accountability and set expectations regarding The Meditation Program is
more likely to have a successful program. Participant A described, “Administration needs to hold
everyone accountable for TMP, including themselves. When it’s (the support) genuine and
authentic, more people feel inspired.” Having trainers acknowledge additional responsibilities is
important, yet so is the consistent administering of the program. The trainers are tasked with
creating an accepting atmosphere that will positively impact the implementation of The
Meditation Program.
The role of administrative support of The Meditation Program came up throughout the
interviews, and can be found in all areas of the KMO analysis. An effective way to build teacher
commitment and buy-in is to have school administrators model desired behaviors and contribute
to desired programs (Chavez, 2012). All seven of those interviewed mentioned at least once that
without the support of administration, implementing TMP can be challenging. Several types of
support were given as examples. Participant D described, “Support can come in the form of
starting meetings with a TM session, observing classes as they meditate and participating in it
with the students, speaking positively of the program, holding teachers accountable in the daily
practice of TMP, and providing ample time for professional development regarding The
Meditation Program.” These examples would send powerful messages to both staff and students
about the importance of TMP, and help ensure that TMP is regarded as a priority at the school,
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rather than an after-thought. Four of the seven participants mentioned having administrative
support, but would like to see more, meaningful support. Participant G described administrative
support as, “a safety net, knowing that senior leadership was willing to back me up. It was
helpful when I needed to talk to a teacher about a classroom issue.”
Of all the examples given as ways to show support, that of training time was most
echoed. Insufficient time allotted for training was mentioned by everyone. Participant A
discussed needing a paradigm shift. “Everyone involved in TMP needs to understand and value
the importance of the program,” explained Participant A. She explained that teachers need time
to understand the “why” of the program, and that dedicating training time prior to the start of the
school year would help with this. Training has involved explaining how the program works, but
the philosophy, research results, and ability to have open discussions regarding Transcendental
Meditation and TMP rarely occurs. Participant D also mentioned the need for time to collaborate
and allow teachers to problem-solve in a safe environment. She went on to say, “When teachers
are able to authentically come up with solutions, they are more likely to buy into the solutions.”
Many trainers have reported seeing the same issues arise in different classrooms. Allowing
teachers to brainstorm on solutions would build program buy-in and build relationships between
teachers, and between teachers and TMP trainers. Additionally, trainers expressed wanting time
mid-year to review TM techniques and TMP program necessities. “The beginning of the year is
always hectic. Having some type of training after winter break, at the beginning of second
semester would be really useful,” said Participant G. The need to train new teachers was also
repeated by trainers. Participant B expressed, “If administrators would supply substitute teachers
and allow new teachers to complete TM training, it would be help out with the program.” By
allowing new teacher release time, training can take place and would greatly impact TMP
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 95

implementation. A common complaint among trainers was that there never seems enough time to
train everyone adequately.
Cultural setting. While discussing the ability to train new teachers, TMP trainers also
discussed the properties of their physical surroundings. Classroom meditation takes place in each
classroom, with students sitting at their desks during TM. Participant A discussed the importance
of both the physical and non-physical classroom environment. She explained that while there
was enough physical room, it was the mental space that needed reassurance. She went on to
clarify, “we are asking kids to put all of their trust in us. We are asking them to close their eyes,
we are asking them to give up power.” Knowing the background of many of her students,
Participant A describes that some come from abusive or violent homes or environments that keep
the students on high alert, not allowing them to close their eyes or mentally leave their
surroundings. Building a safe space for all is more important to her than any physical
surrounding. Of all the trainers interviewed, none mentioned classroom size or space being an
issue. Rather, some did mention the constraints of The Meditation Program’s on-campus office.
On some school grounds this space may be an empty classroom or as Participant B described his
office, “a broom closet”. While some mentioned wanting a larger space to make training of staff
or working with students easier, the bigger desire was to have space that is not an overflow room
for school materials. Participant D requested having dedicated space that is free from school
interruptions. “It would be nice to have an area to work with students or staff without the worry
of being interrupted by someone looking for a case of paper,” explained Participant D. It is not
the size of the space that is as important as the sanctity of the space. Participant E described his
ideal office would be, “tranquil, almost like a spa. It would be relaxing and embody calmness.”
Participant B and D explained using their space for individual conferences with teachers and
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school staff, usually about one’s meditational practices. Participant B and D also mentioned
working with students when needed. By having office space that is not specifically dedicated to
The Meditation Program, Participant F and G felt that it sends a message regarding the
importance of the program. “Having had an office that was being used for other things as well, I
felt it was saying that TMP is not important enough to warrant its own office,” Participant G
explained.
Conclusion of organizational influencers. By looking at organizational influencers such
as cultural model and setting, the study participants’ opinions showed consistency. All four of
the original organizational influencers, and the new additional influencer, were validated through
the data collection process. The role of program support and the need for additional training
came up multiple times and were echoed in both knowledge and motivation assumptions as well.
Conclusion
The interview process was enlightening, and confirmed most of the assumptions made
prior to data collection. Overall, TMP trainers initially believed that they had most of the tools
and resources needed to successfully implement this program. Upon further questioning,
additional information was revealed that showed areas of need in the realms of knowledge,
motivation, and organizational influencers. Supporting information regarding student
demographics, reasons for using Transcendental Meditation as the cornerstone of TMP, and
improving classroom management skills topped the list of additional professional development
topics to be covered. Building on both trainer and teacher knowledge in these areas would
greatly benefit the implementation of TMP across the schools.
Data collection validated the motivation assumptions and reinforced the beliefs that TM
trainers need to believe that they are proficient in their abilities to teach and coach teachers in the
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daily practice of Transcendental Meditation, that TM trainers need to realize that everyone learns
differently and adjust their teachings of TM to allow for acceptance and ability by staff members,
and that TM trainers need to be aware of the reasons for teachers’ stress and resistance to the
program. Belief in their own abilities can empower trainers to own their facilitation of The
Meditation Program and increase their self-confidence as they create relationships with both staff
and students. Having these crucial relationships are important to trainers and allow them to feel
accepted by the school and part of a team.
Because an organization’s culture will filter out and can stand in the way of
implementing program changes, it is important that actions and behaviors are supportive of the
programs being utilized to facilitate change (Clark & Estes, 2008). Organizational influencers
focusing on both setting and model were represented throughout the participants’ responses,
regardless of topic. Re-occurring themes such as administrator and staff support, prioritizing of
the program, allowing for ample time to train and practice, and acknowledging staff concerns
regarding time commitments were all present in the participants’ answers. These factors were
also brought up when study participants spoke of knowledge and motivation influencers. Out of
these concerns, program support received the greatest amount of discussion. All seven
participants discussed the importance of teacher training and accountability with regards to TMP
implementation.
Reviewing this data and analyzing the information has shed light on the need for
additional tools and resources. It was apparent after meeting and speaking with the trainers that
they are a group of passionate people that understand and respect the principles behind
Transcendental Meditation and The Meditation Program. Through their responses, it became
obvious that they are provided with necessary tools through The Clear Foundation. Lack of tools
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or resources seem to come from the individual schools. Trainers did not answer as if any of their
requests were impossible. Support could be shown in a myriad of ways, with mostly additional
time involved in training as being one of the few with associated monetary costs. Most
surprisingly, trainers were filled with gratitude at being asked the questions that made up the
interview. Being able to express their views on the intangible was cathartic, as one participant
explained. All believed that the program works well as it is, but after discussing some of these
influencers, could be elevated to another level with fewer distractions if appropriate
recommendations were made.

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CHAPTER FIVE: SOLUTIONS AND RECOMMENDATIONS
The purpose of this study was to determine which tools and resources are necessary in
assisting Transcendental Meditation (TM) trainers in the teaching of school staff and the
implementation of meditation in schools, and to then make recommendations to fill any gaps
found. Chapter 4 answered the first of two research questions. Chapter 5 will proceed to find
solutions and make recommendations. This chapter will answer the second research question:
2. What solutions and recommendations in the areas of knowledge, motivation, and
organizational resources may be useful in assisting TM trainers in implementing the
practice of TM in schools on a daily basis?
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations. The knowledge influencers in Table 10 represent knowledge
influencers that were assumed earlier and then validated in Chapter 4. Knowledge influencers
include the need for trainers to be familiar with student demographics, the reasons for using
Transcendental Meditation as the cornerstone of TMP, and having trainers knowledgeable in the
practice of teaching other adults. According to Clark and Estes (2008), providing information,
education, training, and job aids to stakeholders is necessary because these possible resources
will help in the advancement of stakeholder knowledge. Through the use of Clark and Estes’
(2008) Gap analysis framework, the identification of these influences assisted in establishing
possible recommendations and solutions that can lead to stakeholder goal fulfillment.

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Table 10

Summary of Validated Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*

Principle and Citation Context-Specific
Recommendation
TMP Trainers need to
know the demographics of
the student populations
with which they will be
working. (Declarative)
People need information
pertinent to their job so that
they can succeed on their
own (Clark & Estes, 2008).

Conceptual knowledge is
the relationship between
various elements, that allow
them to work together
(Krathwohl & Anderson,
2010).

Provide information on student
demographics such as overall
Title 1 and 3 status of school, to
TMP trainers through the
creation of a job aid.

TMP trainers need to know
why Transcendental
Meditation is used as the
cornerstone of this
program. (Declarative)
Information is beneficial in
supporting recurring job
tasks (Clark & Estes, 2008).

Information is useful when
working in familiar
situation (Clark & Estes,
2008).
Provide information regarding
the reasoning behind using
Transcendental Meditation to
combat student stress to TMP
trainers.

Create job-aid with talking
points regarding the use of TM.

TMP trainers need to have
classroom management
skills to assure a safe and
productive meditation
session. (Procedural)

Procedural knowledge
increases when the
knowledge required to
perform the skill is
available or known (Clark
& Estes, 2008).

Training is needed if the
task required is new to
those that will be required
to complete the task (Clark
& Estes, 2008).

Provide training to TMP trainers
regarding classroom
management skills.

Create job-aid with tips on
handling certain student
behaviors.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 101

TMP trainers need to know
how to teach educators.
(Metacognitive)
Training can have a high
impact on daily task
completion (Clark & Estes,
2008).

Training provides
knowledge and
opportunities to practice
skills that can occur during
practice (Clark & Estes,
2008).

Provide training to TMP trainers
regarding teaching adult
educators focusing on ways to
best engage in active learning.
Declarative knowledge solutions, or description of needs or assets. Declarative knowledge
plays an important role in identifying and solving knowledge gaps in stakeholder goal
attainment. This type of knowledge provides the foundation or basic elements that people need to
know regarding a specific discipline (Krathwohl, 2010). Possible recommendations and solutions
for the declarative knowledge deficiencies include providing information that will be beneficial
to stakeholders and allow them to reach their goals, presenting stakeholders with job aids that
can remind them of information previously learned, and ensuring that stakeholders have
information needed to complete tasks (Clark & Estes, 2008). Of the influencers presented in
Table 10, the declarative knowledge influencer with the greatest priority is that of providing the
Meditation Trainers with the information regarding the use of Transcendental Meditation (TM)
as the cornerstone of this program. Understanding the “why” of something is important because
it provides people with a clearer sense of purpose and allows for focus to be placed on a central
idea or belief (Warrell, 2013). Knowing why TM is used allows the trainers to focus on the
purpose of the program (Warrell, 2013). Because of the complex nature of understanding the
reasons behind using this type of meditation, this type of knowledge influencer is conceptual,
which falls under the declarative influencer umbrella. Additionally, by understanding the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 102

purpose of a program, people are more willing to take risks and overcome obstacles. Through
training, accompanied by a job aid and open discussion, TMP trainers will have a thorough
understanding of Transcendental Meditation’s role in The Meditation Program.
Providing TMP trainers with information regarding the use of Transcendental Meditation
will allow them to succeed on their own (Clark & Estes, 2008). The trainers will be able to train
others without this information, but their chances of being successful in goal attainment will be
decreased. The information can be given during new trainer development sessions, or during the
new hire orientation. Trainers can learn about the reasons for using this method for this program
either through group activities or individually. The important take away is that TMP trainers
understand the reasoning behind using Transcendental Meditation as the cornerstone of The
Meditation Program.
Procedural knowledge solutions, or description of needs or assets. Procedural knowledge is
the understanding of process or organization of an activity is conducted. It details the who, what,
when, and how of a specific technique, method, or system (Solaz-Portoles & Lopez, 2008). By
providing trainers with training, as well as job aids, they will be able to follow a procedure when
situations arise regarding student behaviors in the classroom. During data collection, Participants
A, B, and E mentioned the challenges of facilitating a TM session if students are off-task or
distracting.
An effective training session would include an open discussion regarding misbehaviors,
concluding with brainstorming as to possible solutions. Role playing would also be helpful
during this training period. Job-aids could be created from situations and solutions that were
discussed during training.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 103

Metacognitive knowledge solutions, or description of needs or assets. Metacognitive skills
make it possible to monitor and regulate learning activities, as well as allowing for flexibility in
evaluating one’s meeting of goals (Pekrun, 2006). By realizing one’s own ability to learn, the
power of learning and knowledge is securely in the hands of the learner (Vorhauser-Smith,
2017). Because of this, it is important for trainers to reflect on their abilities and perceived
abilities in training teachers and school staff in the implementation of The Meditation Program.
Merriam and Tisdell (2016) explain the importance of self-reflection as the process of comparing
what was the original plan of action with the actual actions and eventual results. By making this
comparison, trainers will be able to review their successes as well as their challenges. They will
then be able to adjust their teaching beliefs and styles to increase effectiveness. This influencer is
a priority because the use of self-reflection allows the trainers to adapt their teaching methods to
become more effective as they teach others, rather than once all training is completed.
Reflection is useful in all areas of professional practice. Educators can gain useful insight
to their practices and actions by being reflective. TMP trainers can be trained in reflective
practice as they work with school staff. This too can be incorporated into new hire orientation.
Activities such as journaling can be assigned and reviewed, either as whole group or
individually. Dewey (1933) mentions the importance of have community input and peer review
as part of the reflection practice. Reflection should not be conducted in a vacuum, but rather
through viewing reflection from others’ insight as well. Group discussions and open
communication with other trainers and supervisors will offer TMP trainers the opportunity to
reflect throughout both training and practice of the Meditation Program.
Motivation Recommendations
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The following influences in Table 11 have been identified as the motivation influences
that were validated by data collection. After reviewing various theories on motivation, recurring
themes become prominent. Regardless of the theory, Clark and Estes’ (2008) Three Facets of
Motivated Performance echo in the influencers. The three facets are active choice, persistence,
and mental effort. Active choice can be described as the point where intention to pursue a goal is
replaced by action being taken to achieve said goal. To actively pursue a goal, even in the face of
obstacles and distractions, is the epitome of persistence. Goal attainment requires mental effort
as well; people need to develop solutions to problems by working smarter. The motivation
influences mentioned in Table 11 tie into the three facets. Through active choice trainers commit
to teaching others in the practice of Transcendental Meditation (TM). Persistence is what trainers
need to continue with their meditative practices and learning, regardless of challenges. And
finally, mental effort is an important skill needed by trainers when working with other adults and
when developing best teaching practices.
Table 11
Summary of Validated Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, Need,
or Asset*

Principle and Citation Context-Specific Recommendation
TMP trainers are
confident in their
abilities to teach others
in the practice of
Transcendental
Meditation. (SE)
Effective knowledge,
skills, and processes can
result in increased
motivation (Clark & Estes,
2008).

Self-efficacy is increased
as individuals succeed in a
task (Bandura, 1977).
Give both immediate
informal feedback and evaluative
formal feedback and acknowledge
success of trainers. Remind trainers
that they are capable of performing
the tasks for which they were hired.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 105

TM trainers need to feel
fulfilled by their task of
training school staff in
the instruction of daily
meditation. (TV)
Motivation is influenced
by the relationship
between an individual and
his/her work (Clark &
Estes, 2008).

Employees that are
motivated by greater
intrinsic value are often
more effective than those
that are not (Clark &
Estes, 2008).

Allow opportunities for TMP trainers
to make choices regarding
assignments when possible.
Trainers need to see the
value in their work of
training school staff in
implementing The
Meditation Program.
Tasks are important when
individuals see them as
part of their own identity
(Wigfield & Cambria,
2010).

Individuals that place high
value on their work
experience greater levels
of happiness and joy in
their pursuit of goal
attainment (Wigfield &
Cambria, 2010).

Provide trainers with surveys asking
them to rate their own performance.
Initiate discussions regarding the
value in their work.
Self-Efficacy. An important factor in achieving one’s goals is the belief that he or she has
the ability and skills to reach the goals (Clark & Estes, 2008). This belief also greatly impacts the
quality and quantity of mental effort that one puts into work tasks and goal attainment. A high-
level of self-confidence is key to successful task specific work. Bandura (1977) explains that task
specific confidence is more important than high levels of self-confidence in general. This
reasoning is why the motivational influencer identifying the trainers of The Meditation Program
needing to be confident in their abilities to train others in TMP is a priority. The trainers need to
believe in their own abilities in this very specific task. Their own sense of self-efficacy is the
cornerstone in their ability to teach others. Through positive feedback, consistent observation,
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 106

and acknowledgement, supervisors can play an important role in addressing and reinforcing
TMP trainers’ confidence levels.
Trainers that do not have a strong belief in their abilities to teach other Transcendental
Meditation, or have low self-efficacy when it comes to this specific task may not put forth the
mental effort that this task requires. After analyzing data, it has become apparent that in addition
to one’s belief in his/her ability to teach TM, each trainer needs to have strong beliefs in his/her
ability to manage a classroom and establish relationships with both staff and students. All of
those interviewed mentioned in one way or another the need to feel empowered, the ability to
redirect students, or to have the skills to inspire others. A recommendation that can help increase
one’s level of self-efficacy is that of feedback (Lazowski & Hulleman, 2016). Feedback
regarding one’s effort can assist in improving a trainer’s belief in his or her abilities to train
others. Reviewing one’s performance in a specific task and communicating the strengths
observed can raise one’s self-confidence and increase the amount of mental effort put into
completing a task effectively. Effective task completion lends itself to increasing one’s sense of
self-efficacy. TMP trainers sense of accomplishment and importance can be increased through
acknowledgement of a task completed, and positive feedback provided by both peers and
supervisors.
Value. The trainers have an important role in the success of the program, without their
work, staff and students would not have the proper training to successfully practice
Transcendental Meditation. Because of this, it is important that The Meditation Program trainers
see the value in their work. According to Clark and Estes (2008), “people value what they
believe helps them, and they reject what they believe stands in their way” (p. 95). Individuals
that place high value on their work experience greater levels of happiness and joy in their pursuit
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 107

of goal attainment (Wigfield & Cambria, 2010). Holding open and honest discussions regarding
the trainers’ sense of value can strengthen the trainers’ commitment to the task of training school
staff and students.
To become a TMP trainer, one has to be practice this type of meditation and have been
certified as a TM trainer. According to interest value, people tend to excel at things that interest
them the most (Clark & Estes, 2008). The most effective workers are those that are intrinsically
motivated to effectively reach their goals, and a sense of value in goal attainment assists in the
intrinsic reward model. To be in the position as a TMP trainer, there is usually a high level of
interest in helping schools with Transcendental Meditation, and the trainers do have strong
connections with the philosophy behind the program. This concept was echoed throughout the
interview process.
Organization Recommendations
Introduction. The following influences have been identified as the organizational
influences and have been validated through data collection and analysis. An organization’s
model or culture is the conscious and unconscious understanding of who they are, what values
they hold, and how and why employees do what they do. They can be described as an
organization’s core values, goals, and beliefs. Cultures develop and change over time, they are
not stagnant. For an organization to be successful, it is desirable that its goals, policies, and
procedures align with the organizational culture (Clark & Estes, 2008).
An organization’s cultural setting can be described as the working environment in which
activity takes place. The environment can include the physical setting such as a room, space, or
building. For example, some work settings include whiteboard walls or a lack of walls to
enhance collaboration and creativity. Others may have cubicles to prevent employees from
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 108

socializing or losing focus. Environments can also describe the manifestations of the
organizational models such as how employees are treated, incentivized, or task oriented. Table
12 looks at both the cultural settings and models and determines recommendations to assist the
organization in meeting its goals.
Table 12

Summary of Validated Organization Influences and Recommendations

Assumed Organization
Influence: Cause, Need, or
Asset*

Principle and
Citation

Context-Specific Recommendation
Some staff are resistant to
practicing meditation in
schools.
For an organization to
be successful, it is
desirable that its goals,
policies, and
procedures align with
the organizational
culture (Clark & Estes,
2008).

Personal culture can
be described as a
person’s core values
and beliefs (Clark &
Estes, 2008).

Survey staff regarding opinions on
student behaviors, and reasons for
possibly embracing or refuting the
mandatory participation in The
Meditation Program.
TMP trainers need to create
an atmosphere that
acknowledges the
additional responsibilities
that the implementation of
The Meditation Program
places on teachers, such as
learning a new program and
teaching it to students.
Performance can be
changed through the
development and
changing of an
organization’s culture
(Clark & Estes, 2008).

An individual’s beliefs
influence one’s
decisions and actions
(Clark & Estes, 2008).
Interview teachers regarding
workloads- both actual and
perceived. Survey teachers on
workload and amount of non-content
related tasks such as adjunct duties
and non-core content subjects.
Teachers are worried about
taking time away from
Performance gaps can
be caused by a lack of
Administration observes daily school
schedules and staff meetings to
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 109

academics to pursue
meditation.
effective work
processes or material
resources (Clark &
Estes, 2008).

Work processes
should specify how all
components, people,
materials, and
equipment, interact to
assist in goal
attainment (Clark &
Estes, 2008).
determine school culture of stress,
encouragement, or innovation.
TMP trainers need tools
and resources to be able to
teach staff members about
TM.
Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark
& Estes, 2008)

Performance gaps can
be caused by a lack of
effective work
processes or material
resources. (Clark &
Estes, 2008)
Review classroom layouts to see if
there is enough space in classrooms
to meditate. Survey or interview TM
trainers regarding availability of
additional tools and resources needed
such as data related to the benefits of
TM, reading material focusing on
TM, appropriate lighting, and other
items that may be useful in the
teaching of TM. Review training
schedule. Determine additional
training needs.
TMP trainers need to feel
supported by school
administration and staff.
Hidden culture can be
found in an
organization’s
attitudes and
unconscious
behaviors. (Clark &
Estes, 2008)

The core beliefs of an
organization’s culture
can guide decisions
regarding goal
selection and goal
achievement. (Clark &
Estes, 2008)
Observe trainer/teacher interactions
to determine classroom support
level. Create a plan to incorporate
TM in staff meetings and school-
wide activities. Have open
discussions regarding concerns and
successes with TMP.
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 110

Cultural models. There are many barriers to effective cultural models that can lead to
ineffective organizations inability to meet performance goals. These obstacles can include a
sense or belief in a lack of accountability, a sense of unfairness, resistance to change, and a lack
of trust. To see if any of these barriers exist, questions regarding staff members’ opinions or
attitudes toward the practice of meditation were included in the interview component of data
gathering. It was important to include this topic during trainer interviews because the views of
those tasked with closing the performance gap can provide telling information that will help with
meeting organizational goals (Clark & Estes, 2008). Knowing the opinions of others assisted in
identifying possible barriers, which could help in closing organizational gaps that stand in the
way of goal achievement.
Of all items mentioned regarding cultural models, support of the program was most
repeated. All of those interviewed mentioned the need of administrator and school staff support
if a successful program was to be implemented. Study participants mentioned various ways to
show support, such as leading meetings with a TM session, speaking positively about TM, and
holding all staff accountable for practicing The Meditation Program. Having open and honest
conversations regarding TMP with all staff can help with program acceptance. Challenges with
program implementation could be discussed and collaboratively solved.
Support for the program, or lack of support, could be attributed to additional
responsibilities placed upon teachers. Realization of teacher work load speaks to the school’s
environment or atmosphere. Moral and attitude can be determined by the actions and behaviors
of an organization (Clark & Estes, 2008). By recognizing additional tasks and time constraints,
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 111

support can be offered either through assistance or psychological support. If feelings of being
overwhelmed exist, additional support could benefit all involved.
Cultural settings. An organization’s cultural setting can be described as the working
environment in which activity takes place. Performance gaps can be caused by a lack of
effective work processes or material resources (Clark & Estes, 2008). An environment can
include the physical setting such as a room, space, or building or non-physical barriers such as
lack of set goals, constantly changing goals and vague feedback, ineffective or lack of incentives,
lack of role models, insufficient work space, busy work rather than goal aligned tasks,
inappropriate tools and materials, and absence of efficient and effective communication (Clark &
Estes, 2008).
Clark and Estes (2008) describe the need for efficient and effective processes and
resources if goals are to be met. By providing necessary materials and tools to teachers that allow
for the practice and implementation of The Meditation Program, organizational goals have a
higher chance of being met. The physical classroom setting for TMP did not play an important
role in areas of need, as described by those interviewed. The need for a dedicated and exclusive
TMP office was brought up by multiple participants. Having a private office not accessible to
most school staff would assist in training of staff and students, as well as provide a confidential
area to hold crucial conversations with staff or students. Surveying school staff would be useful
in identifying any additional needs.
One resource that was brought up by all trainers interviewed was that of additional
training of school staff. Trainers unanimously felt that there was never enough time to train all
school staff, and that staff needed consistent training. Some training at the beginning of the
school year was seen as inadequate, and suggestions were made to allow for additional training
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 112

during second semester. Seen as possible refresher courses, trainers mentioned needing time to
observe staff meditation practices, and refresh as needed. Teachers hired after the start of the
school year often missed initial training, and while some were given time to be properly trained
either at school or at The Clear Foundation’s office, other were not. This lack of training is seen
to hinder the successful implementation of TMP. As mentioned in both knowledge and
motivation, needing to know the why of a program is necessary if implementing an effective
program is a goal. A lack of dedicated professional development and training regarding TMP has
made expressing the why difficult.
Both cultural modeling and cultural setting are important to organizations if goal
attainment is to be achieved. These organizational influencers play an integral role in an
organization’s attempt to facilitate change and implement an effective program. Feedback,
observations, and open discussions are useful tools in determining needs and gaps in program
execution.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework. The implementation and evaluation plan
created to address the recommendations for this problem of practice is based on the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This model is based on the original
Kirkpatrick Four Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006). The New World
Kirkpatrick Model is innovative in that it starts at the end of the goal process and works
backwards, much like backward planning in education. By working backwards, from Level 4
(Results) to Level 1 (Reaction), the focus is kept on what is most important: meeting
organizational goals through improved on-the-job performance of trained employees
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 113

(Kirkpatrick & Kirkpatrick, 2016). There are five foundational principles of the Kirkpatrick
model (Kirkpatrick & Kirkpatrick, 2016). They are:
1. The end is the beginning.
2. Return on expectations (ROE) is the ultimate indicator of value.
3. Business partnership is necessary to bring about positive ROE.
4. Value must be created before it can be demonstrated
5. A compelling chain of evidence demonstrates your bottom-line value.
These principles ensure that effective training and development takes place before a
program even begins. The principles also assist in determining expectations that are satisfying to
stakeholders and are realistic to achieve. Working with supervisors and managers, organizations
need to determine what positive results will look like and how results will be received by
employees. Pre-training and post-training activities must include follow-through and follow-up.
Employees need to see that there is value in the training and that accountability measures are in
place to ensure monitoring and revisions when necessary.
Level 4: Results and Leading Indicators
Table 13 expresses the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for trainers of The
Meditation Program. For The Meditation Program to be successful, the outcomes mentioned in
Table 13 will need to be realized and met. The metrics and methods used to determine outcome
attainment offer accountability and lead to legitimacy.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 114

Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. TMP trainers are able to teach
others in the practice of
Transcendental Meditation and the
teaching of TMP.
The number of school staff
appropriately trained and able
to teach others in TMP.
Observations of both
trainers and school
staff.

Log of staff that
completed TMP
training.

Internal Outcomes
2. TMP trainers increase their
knowledge as to why
Transcendental Meditation is used
as the cornerstone of this program.
TMP trainers will be able to
articulate the reasons for the
use of Transcendental
Meditation in The Meditation
Program.

Observations of TMP
trainers leading
professional
development for
school staff.
3. TMP trainers are able to self-
assess their own meditative and
teaching practices.
Number of trainers confident
in their own meditative
practices.
Journal entries

4. TMP trainers increase their
positive perception of the value in
their work of training others in The
Meditation Program.

TMP trainers are fulfilled and
have job satisfaction.
TMP Turnover rates
5. TMP trainers and school staff
will benefit from the increase in
having appropriate tools and
resources needed to effectively
implement The Meditation
Program.
Number of staff and trainers
satisfied with tools and
resources provided for the
daily implementation of TMP.
Monthly review of
resource requests
relating to TMP.

Level 3: Behavior
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 115

Critical behaviors. Training alone will not bring about organizational change, it is
important to identify behaviors that will be implemented to assist in organizational goal
attainment (Kirkpatrick & Kirkpatrick, 2016). The Meditation Program trainers will need to
show the application of behaviors such as having knowledge of student demographics, reasons
for student stress, and how to develop or maintain teacher motivation. Table 14 reviews the
critical behaviors necessary to achieve the set goal and the various components of accountability
such as identifying metrics, methods, and timing of these measures.
Table 14
Critical Behaviors, Metrics, Methods, and Timing
Critical Behavior Metric(s) Method(s) Timing
1. TMP trainers
will understand the
demographics of
their students.
100% of trainers
know the
demographics of their
students and are able
to provide
information on this
subject when asked.

1a. Program director
works with trainers on
knowing and
understanding student
demographics.
1a. Information is
provided during the
first week of school.

1b. Trainers are
trained on working
with various
populations.
1b. Training takes
place prior to the start
of the school year
with refresher
sessions each
semester.
2. TMP trainers
will understand the
major reasons for
stress in students’
lives.
All TMP trainers
completed beginning
of the year training (1
4-hour session) on
reasons for stress in
students’ lives.
2a. Program director
will track completion
of required training of
all TMP trainers on
the reasons for stress
in students’ lives.
2a. Training will take
place prior to the start
of the school year.

For trainers hired after
the start of the school
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 116

year, training will take
place within the first
10 days of
employment.

2b. TMP trainers will
present information on
the reasons for their
students’ stress levels
at semester TMP
meetings.
2b. Once per semester
3. Staff will
participate in the
implementation of
The Meditation
Program
The number of classes
actively implementing
the program.

3a. Program director
will conduct
observations and
walk-throughs.
3a. Observations will
be ongoing
throughout the school
year.

3b. Staff surveys will
monitor the
willingness of
teachers to participate
in The Meditation
Program.
3b. Surveys will be
sent out at the end of
each year.

The percentage of
staff that participates
in the implementation
of TMP.
3c. Program director
will conduct
observations and
walk-throughs.

3c. Observations will
be ongoing
throughout the school
year.

3d. Sign-in sheets
from implementation
training sessions.
3d. Implementation
Training sessions will
be held once each
semester and
individual sessions are
available upon
request.

Required drivers. The Meditation Program trainers will benefit from an array of
required drivers. Kirkpatrick and Kirkpatrick (2016) defined required drivers as, “the processes
and systems that reinforce, monitor, encourage, and reward performance of critical behaviors on
the job” (p. 14). Table 15 highlights the 4 types of required drivers that support critical
behaviors. Required drivers are supportive of identified critical behaviors and offer
accountability and assistance through tools such as training, job aids, mentoring and coaching,
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 117

recognition, and rewards. Through the four categories, reinforcing, encouraging, rewarding, and
monitoring, TMP trainers receive support needed to develop and maintain their skills as
facilitators in The Meditation Program.
Table 15

Required Drivers to Support Critical Behaviors of TMP Trainers

Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Job aid describing reasons for stress in students’ lives Beginning of the
school year
2
Refresher professional development regarding the
understanding of student demographics.
Once a semester 1
Encouraging

TMP trainers are mentored in working with students
from various backgrounds.

Ongoing 1
Feedback from Program Director

Ongoing 1, 3
TMP trainers will be invited to present information
regarding their experience as a TMP trainer at the TMP
annual meeting.

Once a year 1,2
Rewarding

Recognition from Program director or school principal
on TMP trainer performance.

Ongoing 1
Recognition during TMP trainers’ yearly meeting.

1-2 times a year 1, 2
Monitoring

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Observe TMP trainers during the course of a whole
class meditation session.
Ongoing 1, 2
Teachers will have a forum to discuss feelings,
concerns, and reactions regarding The Meditation
Program via a survey.
End of school
year
3

Organizational support. Transferring of knowledge from theory to practice is the
cornerstone of Level 3. Level 3: Behavior is considered to be the most important level of the
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) and organizational support is crucial to
goal and outcome attainment. Various stakeholders have roles in this process. Managers and
administration need to be able to provide employees with clarity as to the meaning and
implementation of projected outcomes. Accountability and responsibility also need to be
recognized as processes that need to materialize and assist with employee training. Information
and education in only useful if it is being utilized and practiced. Resources and tools needed to
meet outcomes must be provided by the organization as well. Often project leaders are focused
on Level 4 Results and overlook the importance of Level 3 (Kirkpatrick & Kirkpatrick, 2016),
leading to a lack of support and eventual inability to meet organizational goals.
Level 2: Learning
Learning goals. Level 2 looks at the amount of intended knowledge, skills, attitude,
confidence, and commitment that a participant contributes to the training program. There are
many tools and techniques that can assist in this process. Using the recommended solutions to
create a sound program can lead to set learning goals. Once the recommended solutions have
been implemented, TMP trainers will:
1. Be able to teach others in the practice of Transcendental Meditation and the teaching of
The Meditation Program. (K)
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2. Have the appropriate tools and resources needed to effectively implement The Meditation
Program. (O)
3. Know why Transcendental Meditation is used as the foundation for TMP. (K)
4. See the value in their work as TMP trainers. (M)
5. Understand the demographics of their students and school community. (K)
6. Understand the possible reasons for stress in student lives. (K)
7. Recognize the possible reasons for stress in student lives. (K)
8. Participate in ongoing TMP training. (K, M, O)
9. Be comfortable in teaching other adults. (M)
Training Program. For an organization to meet set goals, plans for the training and use of
knowledge need to be in place. For a program to be successful, plans need to be in place to
ensure the acquisition of intended knowledge, skills, confidence, and commitment based on
employee participation in provided training (Kirkpatrick & Kirkpatrick, 2016). For the goals
mentioned above to be met, various forms of training will need to be offered to the trainers.
Planning and implementing an annual intensive 3 full day (8 hours) training program prior to the
start of school is a critical component in the training of The Meditation Program trainers. It will
also be important to provide ½ day (4 hours) follow up training sessions, once each semester.
The purpose of these trainings will be to develop and enhance skills needed by the trainers, and
lead to trainer-led professional development of school staff.
To achieve the organization’s goal of having all classes practice Transcendental
Meditation twice a day, every day, there are certain critical behaviors that will need to be
observed. To begin with, it is important that all TMP trainers understand the purpose of
Transcendental Meditation and its reasons for utilization as the cornerstone of this program. A
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subcomponent of this priority is that trainers need to be able to train school staff on the reasons
behind TM as the foundation of The Meditation Program. Prior to the start of the school year,
both new and returning employees will take part in a 3-day training session regarding the use of
TM in school. Table 16 provides a sample schedule for this 3-day training. Other topics will be
introduced during this training period, but the use of TM will be the first session as a way of
introduction. This initial session will be 3 hours and review the research and information
supporting the use of meditation in schools. This session will include discussion regarding the
use of TM and a chance for participants to share their own experiences with meditation. There
will also be time allowed for reflection and trainers will be asked to write in their meditation
journals that will be provided.
Another subject that will be introduced during this mandatory 3-day training will be the
importance of understand school demographics. During this training, information from
participating schools will be provided to individual trainers, each set of information specific to
the school assigned to each trainer. The provided information will include items such as a
breakdown of student body ethnicities, home language spoken, Free and Reduced Lunch
Program information, and number of English Language Learners. During this 3-hour training,
discussions on commitment to the program and students, importance of understanding the
demographic information, and working with underserved communities will be addressed. The
use of round table discussion, role playing, and data interpretation will be some of the tools used
during this session. This training will be held on day 2 of the 3-day training.
Because Transcendental Meditation is being used as a tool to help students overcome
stress, it is important for TMP trainers to cultivate a deep understanding of the stress factors. Day
2 will start with a 3-hour session on the reasons for stress in students’ lives. A job aid will be
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provided to each trainer with the reasons for stress broken down by environmental factors,
academic factors, and physiological factors. According to Clark and Estes (2008), job aids
provide a higher level of information that staff can use in assisting in job tasks.
After an informational overview, trainers will be broken into three groups, each group
focusing on one set of factors. Returning trainers will be asked to help lead these sessions and
share their experiences. On Day 3 of training, there will be a follow up session to this one,
reviewing the reasons for student stress and allowing for reflection and questions regarding this
subject.
Other components addressed during this 3-day training will include trainers’ reflections
of their own meditative practices, training and working effectively with adults, and
Transcendental Meditation sessions. In addition to this beginning of the school year training,
additional training sessions will take place, one per semester. These follow up sessions will
address the same topics, allowing for expansion of knowledge and answering of questions. The
refresher sessions will help the trainers meet again as a group, and will allow for the sharing of
experiences. Refresher sessions will revisit topics discussed in the initial training program.
Feedback from post-training data collection will direct additional sessions or direction of topics.
In addition to these meetings, TMP trainers are also encouraged to reach out to the Program
Director with individual requests or questions, and will be provided with individualized training
if necessary.
Table 16

Sample Three-Day Training Schedule

Day 1
Time Session
8:30 am-9:00 am Group Meditation/Welcome
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9:00 am-10:30 am The “WHY”
10:30 am-10:45 am Break
10:45 am-12:15 pm The “WHY”
12:15 pm-1:15 pm Lunch
1:15 pm-2:15 pm Reflection on TM
2:15 pm-3:15 pm Challenges of Teaching Others
3:15 pm-3:30 pm Break
3:30 pm-4:30 pm Open Discussion/Challenges/Successes

Day 2
8:30 am-9:00 am Group Meditation/Welcome
9:00 am-10:30 am Reasons for Student Stress
10:30 am-10:45 am Break
10:45 am-12:15 pm Reasons for Student Stress
12:15 pm-1:15 pm Lunch
1 hours
1:15 pm-2:45 pm Understanding Student/Community Demographics
2:45 pm-3:00 pm Break
3:00 pm-4:30 pm Understanding Student/Community Demographics

Day 3
8:30 am-9:00 am Group Meditation/Welcome
9:00 am-10:30 am Respecting the School Community
10:30 am-10:45 am Break
10:45 am-12:15 pm Feeling Empowered in the
Classroom

12:15 pm-1:15 pm Lunch
1:15 pm-2:15 pm Open Discussion on Student
Behavior

2:15 pm-3:15 pm Role Playing
3:15 pm-3:30 pm Review of The WHY
3:30 pm-4:30 pm Questions/Comments/Suggestions

Components of learning. According to Kirkpatrick and Kirkpatrick (2016), “Learning is
the degree to which participants acquire the intended knowledge, skills, attitude, confidence and
commitment based on their participation in the learning event” (p. 15). There are 5 components
included in Kirkpatrick and Kirkpatrick’s model of learning. These components are addressed in
Table 17. They are knowledge, skill, attitude, confidence, and commitment. Knowledge
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 123

addresses the amount of information participants have acquired regarding the subject matter
addressed. Skill applies knowledge in the form of performance or action. Attitude is the
component that defines the worthiness of the training. Does the employee believe the training
was useful and will be helpful as he/she carries out his/her job duties and responsibilities?
Confidence describes the belief of the employee that he/she will be able to apply what he/she has
learned during daily activities and job performance. Finally, commitment measures the extent to
which an employee is willing to apply the information and knowledge obtained during a specific
training session. This component is heavily dictated by one’s motivation and motivating
influencers (Clark & Estes, 2008).

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Table 17
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks through oral questions and
answers.
Periodically during employee evaluations
and one to one conferences.
Knowledge is demonstrated through trainer-led
training sessions.
Beginning of the school year training and
once a semester follow-up training
sessions.

Think-Pair-Share During TMP trainer sessions

Procedural Skills “I can do it right now.”

Observation Checklist for training of adult
session

Daily
Observation Checklist for implementation of The
Meditation Program.

Daily
Role playing of TMP sessions During beginning of school year training
and at each semester meeting

Attitude “I believe this is worthwhile.”

Training session discussions

Once a semester
Reflection journal entries and writing prompts to
be shared with supervisor during monthly check
in

Once a month
Survey on program usefulness

Beginning and end of school year
Observation of participants during training Beginning of school year training and at
each semester meeting

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Confidence “I think I can do it on the job.”

Post training session surveys Following the beginning of the year
training session and then again once each
semester.

TMP Training observation Weekly

Discussions following practice and feedback.

During one on one meetings
Round table discussions on concerns and
brainstorming during training sessions

Beginning of year training
Commitment “I will do it on the job.”

Praise when appropriate

ongoing
Discussions regarding possible concerns of
teaching other adults

During the training and as needed
throughout the school year
TMP training session observation Weekly

Level 1: Reaction
Reaction refers to the level of customer satisfaction and engagement. This level is often
referred to as the easiest to evaluate. Kirkpatrick and Kirkpatrick (2016) note that while this may
be the easiest to evaluate, it is often overlooked or not done effectively. To evaluate a program’s
success, it important to obtain necessary information quickly and efficiently. A successful
training program needs tools to measure employee reactions and gage what is considered to be of
value and worthwhile. Table 18 reviews specific methods or tools used to evaluate satisfaction
and the timing with which to evaluate them.

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Table 18
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Observation by Program Director

Ongoing throughout school year
Active Participation in training session Prior to school year, one training
session per semester

Teacher survey on possible barriers to TMP
implementation

First week of school
Sign-in sheets for training sessions

Before each session
Relevance

Observation of TMP trainers during training sessions During training sessions

Checking of understanding through questioning, thumbs-
up approach, and parking lot for questions

At the beginning and ending of
each session
Customer Satisfaction

Interview with TMP trainers During TMP training, one time
each semester

Program Evaluation Survey

During last month of school
Dedicated observer who gauges adult actions during
training and TMP implementation
During the training

Evaluation Tools
A crucial component of any training program is that of training evaluation. It is important
to evaluate training to determine if a quality training program was provided to employees, if
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employees believe they will be able to transfer knowledge gained from training to actual job-
oriented tasks, and to see if there is value to the organization by providing a training program.
Various methods and tools can be used to garner this information such as: survey questions,
group discussions, observation checklists, journal entries or self-reporting, and participant pulse
checks.
Training program evaluations should occur at least twice following the training. The first
evaluation should take place immediately following the training (Kirkpatrick & Kirkpatrick,
2016). This schedule allows for immediate feedback and offers a quick insight as to whether or
not employees found the training useful. The other evaluations should take place 30, 60, or 90
days following the implementation of the training program. By allowing time to pass, an
additional evaluation period will allow for employees to transfer information learned to
information used during daily job oriented tasks. This delayed evaluation will allow an
organization to see if items presented in a training are being utilized and if employees are
committed to the use of these practices.
Immediately following the program implementation. Evaluating training immediately
following a training program is an effective way to gage employee reactions. The use of
evaluation immediately following training focuses on Kirkpatrick and Kirkpatrick’s Level 1-
Reaction and Level 2- Learning of their Training Evaluation model (2016). Level 1 is evaluated
in hopes of monitoring the emotional acceptance of the training provided. Evaluation of Level 1
focuses on the level of customer satisfaction of the TMP trainers, the level of TMP trainer
engagement during the training program, and the degree to which the information gained during
training is useful and relevant to trainers’ responsibility and job requirements. The use of Level 2
evaluation can assist in determining gaps in knowledge, skills, attitude, confidence, and
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commitment, making predictions regarding the usefulness of information provided. There are
many tools that are useful in training evaluations. When monitoring employee reactions, asking
items to be rated on a scale and open-ended questions can be useful and informative. Questions
using these models can be used in written surveys, interviews, and focus groups. Table 19 shares
questions that will be used in the training survey that will be administered immediately following
the training program. To determine level of declarative knowledge gained from training,
questions regarding specific training sessions and information provided such as the reasons for
using Transcendental Meditation as the cornerstone of The Meditation Program will be used.
Checklists can be used to accompany observations and role playing, evaluating the procedural
knowledge needed to properly implement program components. This evaluation model will be
using scaled questions to determine participants’ attitudes regarding the usefulness of
information provided during this training program. Periodic pulse checks such as questions and
“thumbs up” will be used to sample participants’ confidence in the training and in the
information provided. To monitor training commitment, self-reporting and open-ended questions
will be used and it will be up to the participants to fulfill the tasks. Exit cards with simple cloze
sentences will be given to participants at the end of the training to assess engagement. The
sentences will ask for information regarding training highlights. To determine relevance, at the
end of individual training sessions that take place during the training program, small group
discussions will be facilitated by those providing the training, focusing on the usefulness of
information provided during that specific session and comments, questions, or concerns that may
have developed from it. Scaled survey questions be used again to determine the level of customer
satisfaction felt by participants and the overall perceived usefulness of the training program.

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Table 19

Immediately Following Training Evaluation Tools
Method or Tools Item
Declarative
Knowledge

Survey Question On a scale of 1-5 (Strongly disagree to strongly agree), please rate the
following statement:
“I know why Transcendental Meditation is the cornerstone of The
Meditation Program.”
Procedural
Knowledge

Observation
checklist
Check if met or unmet:
TMP trainer demonstrates the ability to lead a TMP session.
Attitude

Survey item On a scale of 1-5 (Strongly disagree to strongly agree), please rate the
following statement:
“Information was provided during today’s training that I will use in my
TMP practice.”
Confidence

Participant pulse
check
Thumbs up if you agree, thumbs down if you do not:
I am confident that I can teach adults to implement The Meditation
Program to their students.
Commitment

Self-reporting Yes for commitment, no for lack of commitment:
I will read the reasons for stress in students’ lives information provided.
Engagement

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Delayed for a period after the program implementation. A delayed program evaluation will
be administered to all The Meditation Program (TMP) trainers thirty days following the training
program. This amount of time seems adequate because it will have provided time for the
engagement of required drivers and allowed multiple opportunities for the use of skills and
information provided during training regarding the implementation of The Meditation Program
(Kirkpatrick & Kirkpatrick, 2016). The reasoning behind a 30-day delayed evaluation rather
than a possible 60 or 90-day one is that TMP is practiced every day, and it is important to the
success of the program that gaps in skills or knowledge are acknowledged quickly. Table 20
gives examples of scaled questions that will be used in the delayed evaluation. Information
gathered during this evaluation will be used by program supervisors to identify continuing gaps
in skills and knowledge. A delayed program evaluation targets all four levels of Kirkpatrick and
Kirkpatrick’s Four Levels of Training Evaluation model: Level 1- Reaction, Level 2- Learning,
Level 3- Behavior, and Level 4-Results (2016). This post-training evaluation will utilize a survey
to gather information. It will be pen to paper rather than computerized and administered to all
Exit Card Survey
Item
Complete this sentence as an exit strategy:
I found the most interesting session to be___
Relevance

Discussion in small
groups
Discuss if you agree or disagree and why:
I understand how the use of student demographic information will be
useful in the facilitating of The Meditation Program.
Customer
Satisfaction

Survey Item On a scale of 1-5 (Strongly disagree to strongly agree), please rate the
following statement:
I found today’s training to be worth my time.

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TMP trainers during the same week, depending on supervisors’ visitation schedule. All questions
asked will be scaled, using a rating system of 1-5, one meaning strongly disagree up to five,
meaning strongly agree. To monitor Level 1, participants will be asked to describe the
helpfulness of information provided during training. Level 2 will focus on actual skills or
knowledge of information provided during training. Level 3 looks at behaviors and will have
questions relating to the actual use of information provided. Finally, Level 4, which focuses on
results, will gain information on the effectiveness of training information that will help the
organization reach its goals by providing it to participants during training and its impact on daily
practice.

Table 20
Delayed Training Program Evaluation Tools
Methods or Tools Item

On a scale of 1-5 (Strongly disagree to strongly agree), please rate the
following statement:

L1: Reaction The information I gained in the training has been helpful in the
implementation of The Meditation Program.
L2: Learning The training program provided information that I needed to increase
my ability to appropriately teach others about The Meditation
Program.
L3: Behavior I have successfully used information gained from the training in The
Meditation Program.
L4: Results I have been able to appropriately teach adults on how to implement
The Meditation Program which will allow the organization to reach
its goals.
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Summary
Once data regarding a training program’s effectiveness is collected, the next step will be
to analyze the gathered information and take action. As data is gathered, it will be important to
answer three crucial questions:
1. Does the training program meet expectations?
2. If not, why not?
3. If so, why?
Before drawing conclusions and answering the first question, the definition of success
must be determined. A common purpose for training is to provide employees with information
and skills needed to effectively perform their assigned tasks (Kirkpatrick & Kirkpatrick, 2016).
For the purpose of evaluating this plan, success will be determined not by what has been learned,
but rather by the amount of training, knowledge, skills, attitude, confidence, and commitment
that are now being used to implement The Meditation Program. Training program effectiveness
comes from the utilization of learned information.
Strengths and Weaknesses of This Approach
The approach to this study was a combination of Clark and Estes’ (2008) gap analysis
framework and Kirkpatrick and Kirkpatrick’s (2016) evaluation framework. Clark and Estes
(2008) framework provided the lenses of knowledge, motivation, and organizational influencers
which was used to evaluate the tools and resources necessary for The Meditation Program
trainers to implement a successful meditation program. The New World Model by Kirkpatrick
and Kirkpatrick (2016) was useful in creating a method of evaluation that included reaction,
learning, behavior, and results. The complimentary nature of these programs allowed for targeted
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 133

data to be collected and for the creation and recommendation of a sound plan to meet the needs
identified and steps to evaluate the plan’s effectiveness.
Limitations and Delimitations
As mentioned in Chapter 3, throughout the course of a study, situations and
circumstances develop that are out of the researcher’s control. These items may affect the
analysis and applications of the research data. While no study is without limitations, a valid
study addresses possible limitations. The limitations of this study have been identified as relating
to sampling size, instruments used to gather data, and time constraints.
A limitation, or weakness of this study was the available sample size. Because of its size
and specificity, recommendations are organization specific. There is little ability to apply the
findings or to make generalizations to other organizations. The overarching training plan and
evaluation recommendations can be altered to fit other situations; however, individual
circumstances and situations would need to be taken into account if a tailored plan is desired. As
mentioned, The Meditation Program is in few schools, thus providing a small number of trainers
available to participate in the study.
Another limitation to this study was regarding the instruments used to gather the data.
While multiple protocols were presented to The Clear Foundation for approval, interviewing of
TMP trainers was the only one approved. Interviews were conducted both in person and via the
telephone. The absence of other data collection methods created a limitation in the ability to
validate the interview answers through observable actions and activity. Because of this, data
review and validation relied on literature reviews, interview notes, and interview transcriptions.
Limitations detail situations or factors that are out of a researcher’s control, delimitations
are linked to aspects that were choices made by the researcher. Of the three delimitations
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mentioned in Chapter 3, choice of organization to study, location of stakeholders, and type of
program to investigate, none played a key role in the data collected and analyzed. After data
collection, it became apparent that most participants had similar answers.
One of the limitations mentioned the various types of programs utilized in education
today. After interviewing TMP trainers and reviewing literature, this did not seem to be a
delimitation. This program is heavily scripted and regulated, making it an ideal program to
research.
Barriers to Implementation
Reasons for some of the limitations of this study directly correlate with obstacles that
may interfere with a school’s desire to implement The Meditation Program (TMP). Because of
challenges such as cost, staff buy-in, and perceptions regarding Transcendental Meditation, TMP
is in few schools across the county, thus limiting the number of available TMP trainers to be
included in this sample size.
This program can be cost prohibitive for many schools. Most schools practicing TMP
have used funding acquired through special grants. The Clear Foundation fundraises to offer
grants to some schools interested in The Meditation Program. Few public schools have surplus
funds, especially in the amount it would take to finance this program. Additionally, for schools
that might have the funding, there are no guarantees that all stakeholders would approve of using
this funding on a program that is not curriculum-based. Indirectly, meditation has had positive
influences on academic achievement (Henderson & Mapp, 2002; Lin & Mai, 2016), yet many do
not recognize alternative methods and prefer to spend funding on tools and resources directly
connected to curriculum and core materials.
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A foundational principle of The Meditation Program is that there must be unanimous
buy-in from school staff. Throughout the interview process for this study, it has been mentioned
that teachers do get concerned over the amount of time that needs to be devoted to the program.
Time used for The Meditation Program is time not spent on academics. For schools that are
interested in learning more about this program, The Meditation Program presents information to
school staff and answers questions. The issue of time away from academics is usually brought
up, as are the additional responsibilities that accompany TMP implementation. Additionally,
staff may question the feasibility of this program and the question of what to do with students
that do not wish to participate. TMP trainers do address these questions and let all stakeholders
know that no one would ever be forced to participate in TMP. For those students not wishing to
meditate, they are allowed to sit quietly while those around them take part in the program. It is
during this presentation that staff can bring up concerns and questions. After the presentation, the
interested school votes on whether or not it wants to adopt the program. At schools without
unanimous consent, TMP cannot be utilized.
Some schools have faced resistance to implementing The Meditation Program because of
the perceived integration of religion and meditation. When TMP was first introduced in
California, some parents, as well as a nonprofit called Americans United for the Separation of
Church and State, protested its implementation, saying the practice of meditation was rooted in
Hinduism and clearly violated the First Amendment. During this time, the Hindu American
Foundation started a campaign about the importance of honoring the Hindu roots of yoga and
meditation, and focused on The Clear Foundation and The Meditation Program for its secular
approach in the practice of Transcendental Meditation (Kaleem, 2017). The Meditation Program
utilizes Transcendental Meditation as a secular practice. Meditation does not in fact foster
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religious beliefs (Tripurari, 2013). Whereas religion asks practitioners to look outwardly,
towards a higher being, meditation is about looking inwardly. Transcendental Meditation does
have roots in eastern religion and is able to be practiced without any religious connotations.
Because of these various obstacles and concerns, the implementation of TMP is slow to
grow. With so few schools utilizing The Meditation Program, there were few TMP trainers
available to interview. As the program grows, future studies will have larger sample sizes and a
greater number of trainers to interview.
Future Study
As long as student stress remains a concern for educators, there will be a need for ways to
combat it. The Meditation Program is one of many programs that have been created for this
reason. While this program has been and still is successful according to The Clear Foundation
(2017), there is always room to increase effectiveness and efficiency. Future studies, while
specific to The Meditation Program, can be useful to other programs designed to combat student
stress. With turnover of school staff and TMP trainers, surveys can provide additional
information that may reflect personnel changes. Future studies will also allow for data
comparison, from one study to the next. Additional information gathered will be beneficial in
assessing the knowledge, motivation, and organization influencers as the program increases in
size and breadth. As TMP grows and becomes available in more schools, additional studies can
show strengths and weaknesses in the needed tools and resources, possibly by demographics,
geographically, or school size. More importantly, evaluation of the program’s recommendations
would assist in making sure needs are being met. With a program of this size, resources would be
better put to use in evaluating the implementation of recommendations and effectiveness of the
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 137

training program. Through the evaluation model, it would provide information regarding the
training of new trainers, new teachers, and implementation of additional support and training.
Conclusion
The Meditation Program is somewhat new to the education environment. Because of this,
many are doubtful of its effectiveness. Some see this use of time as a waste and are weary of the
time the program takes away from learning. Schools currently participating in The Meditation
Program will disagree. Schools affiliated with The Meditation Program have mentioned that by
practicing meditation twice a day, the students can reach a deep rest that is needed to allow the
body to repair itself. By reaching this specific type of deep rest, the body can release deeply
rooted stress that sleep cannot eliminate. Providing students the opportunity to rid themselves of
this type of stress allows students to concentrate more effectively in school and perform better
academically (Kaleem, 2017).
The purpose of this study was to identify knowledge, motivation, and organizational
influencers that contributed to the daily implementation of the The Meditation Program. The
Meditation Program was created by The Clear Foundation to help in combatting the increasing
levels of student stress. Selecting TMP trainers as the stakeholders to research allowed for
earnest conversations and opinions of those tasked with the daily implementation of TM.
Interview questions were created to identify what, if any, tools, resources, and influencers
contributed to the successful implementation of The Meditation Program. Through interviews
and literature review, common themes were identified, and assumptions were validated. Once
themes were established, tools and resources needed to reach TMP’s goal were recognized, and
recommendations were made. Providing necessary tools to the trainers is key in allowing them to
THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 138

implement an effective and useful program that helps students combat stress and its
manifestations.
Throughout this process, it became clear that the greatest influencers were that of staff
support and additional training. TMP trainers noted the significant role of school staff and
administrative support in the implementation of a successful program. Through modeling and
practice, the actions of those in leadership roles can greatly impact and contribute to the
successful implementation of The Meditation Program. School staff will at times, take their lead
from those in charge, and the message that administrators send through their actions can be
powerful. This finding is not limited to TMP and can be generalized to most school programs
and initiatives.
Training was an additional factor that was frequently mentioned during the identification
of contributing influencers. Understanding the principles behind Transcendental Meditation and
knowing the “why” of the program were topics that came up multiple times during the interview
process. Again, much like support, these topics are not unique to The Meditation Program.
Knowing the “why” of a program can greatly contribute to the overall effectiveness of that
program.
Regardless of the limitations of this study, the conclusions and identification of
contributing influencers can be applied to other organizations. By identifying the influencers that
contribute to The Meditation Program trainers’ successful implementation of the program, there
is greater opportunity for effectiveness and success. Those influencers identified are not unique
to The Meditation Program and can be used to positively impact the success of other programs in
other industries and fields.

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(2005/2006) survey school report. Retrieved from
http://www.euro.who.int.libproxy2.usc.edu
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holding us back? American Secondary Education, 31(2), 37-48.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 156

APPENDICES
Appendix A: Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
Meditation and Student Behavior
You are invited to participate in this research study. All participation is completely voluntary, and
participants may exit at any time without repercussions. Below is information that explains
information about this study.
PURPOSE OF THE STUDY
The purpose of this study is to see what tools and resources are needed for Transcendental
Meditation (TM) trainers to successfully train school staff in the education and
implementation of TM.
PARTICIPANT INVOLVEMENT
Participants will be interviewed in person or via Skype. Interviews will be between 45-60
minutes long.
CONFIDENTIALITY
All identifiable information obtained in connection with this study will remain confidential.
Once transcripts from audio recordings have been created, the recordings will be destroyed.
INVESTIGATOR CONTACT INFORMATION
For additional information and questions, please contact Julie Troletti at troletti@usc.edu.
IRB CONTACT INFORMATION
For any questions regarding IRB, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.

THE ROLE OF TRAINERS IN IMPLEMENTING A SCHOOL-WIDE 157

Appendix B- Recruitment Email

Dear The Meditation Program trainer,

My name is Julie Troletti and I’m a doctoral student at the University of Southern California. I
am conducting a research study to see what tools and resources are needed for Transcendental
Meditation (TM) trainers to successfully train school staff in the education and implementation
of The Meditation Program. I am emailing to ask if you would like to participate in this research
study by allowing me to interview you. Interviews are expected to be between 45-60 minutes.
The interview can be conducted via Skype, or if you are in the Los Angeles area, in person.
Participation is completely voluntary, and your answers will remain confidential and anonymous.
If you are interested, please reply to this message and I will contact you to set up a time that is
convenient for you. Please contact me if you have any questions.
Thank you for your time,

Julie Troletti

Abstract (if available)

Abstract Student stress levels can lead to negative behaviors, both academically and personally. Meditation programs designed to help reduce student stress are appearing in schools across the country. Participating schools have trainers of Transcendental Meditation (TM) dedicated to the training of all school staff in the practice of meditation. The purpose of this study was to identify the knowledge, motivation, and organizational influencers needed by TM trainers to successfully coach and mentor all staff in the implementation of The Meditation Program (TMP). This study was a qualitative study conducted at schools participating in The Meditation Program throughout California and its neighboring states. Participants included TMP trainers at schools participating in the program. Seven trainers were interviewed. For data analysis, coding was used. The results from this study highlighted the influencers needed by TMP trainers to successfully train teachers at participating schools. Identifying these influencers can assist all staff members in the implementation of The Meditation Program.

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Asset Metadata

Creator Troletti, Julie Leigh (author)

Core Title Evaluating the needs of trainers in implementing a school-wide meditation program

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 03/15/2018

Defense Date 02/12/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag alternative behavior practices,Meditation,meditative practices,OAI-PMH Harvest,transcendental meditation

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Hanson, Kathy (committee member), Picus, Lawrence (committee member)

Creator Email mstroletti@gmail.com,troletti@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-486992

Unique identifier UC11268255

Identifier etd-TrolettiJu-6118.pdf (filename),usctheses-c40-486992 (legacy record id)

Legacy Identifier etd-TrolettiJu-6118.pdf

Dmrecord 486992

Document Type Dissertation

Rights Troletti, Julie Leigh

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA