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The power of presence: teacher professional development for embodied mindfulness and resilience
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Content
THE POWER OF PRESENCE
The Power of Presence: Teacher Professional Development
For Embodied Mindfulness and Resilience
by
Meera H. Kharbanda
______________________________________________________________________________
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
December 2019
Copyright 2019 Meera H Kharbanda
THE POWER OF PRESENCE 2
Acknowledgments
I would like to acknowledge my committee members, Dr. Wayne Combs, Dr. Patricia
Tobey, and Dr. Kimberly Hirabayashi. Thank you for all of your guidance, time, and
reassurances throughout the dissertation process. All of your mentorship, dedication, and
confidence towards me has been invaluable. I am deeply grateful for your help as I worked to
reach the end of my graduate education. This process, though trying at times, has truly helped
shape me to be a better and more educated individual.
I would like to give innumerable thanks to my parents, Ravi and Rajni, and my brother,
Anand, for being your wonderful selves, filling my life with love and laughter, and
demonstrating that life is all about the journey. To my fiancé, Vishal, thank you for your
friendship, patience, acceptance, encouragement, and care for my well-being. I would not have
achieved this dissertation without your love and understanding.
And, Finally, to my fellow classmates in this program. Your constant support, and our
ability to lean on one another during this journey, have truly made it enjoyable. I walk away with
a doctorate degree and life-long friendships.
THE POWER OF PRESENCE 3
Table of Contents
Acknowledgments............................................................................................................................2
List of Tables ...................................................................................................................................7
List of Figures ..................................................................................................................................8
Abstract ............................................................................................................................................9
Chapter One: Overview of the Study .............................................................................................11
The Potential of Mindfulness .............................................................................................12
The Role of Resilience .......................................................................................................16
The Effects of Stress & Anxiety ........................................................................................17
Statement of the Problem ...................................................................................................20
Purpose of the Study ..........................................................................................................22
Research Questions ............................................................................................................22
Significance of the Study ...................................................................................................22
Limitations & Delimitations ..............................................................................................23
Overview of Methodology .................................................................................................24
Definition of Key Terminology .........................................................................................24
Organization of the Study ..................................................................................................27
Chapter Two: Literature Review ...................................................................................................28
The Impact of Stress ..........................................................................................................29
Stress and Children ................................................................................................29
Stress in the Classroom ..........................................................................................30
The Power of Meditation and Mindfulness .......................................................................31
Meditation and Brain Functioning .........................................................................32
THE POWER OF PRESENCE 4
Benefits of Mediation and Mindfulness .................................................................33
Children and Young Adults .......................................................................34
Mindfulness and Stress Reduction .........................................................................35
Types of Mediation and Mindfulness Programs ....................................................36
Mediation and Mindfulness in American K-12 Education ................................................36
Research on Mindfulness for Students ..................................................................38
Research on Mindfulness for Teachers ..................................................................41
Professional Development Programs for Teachers ................................................41
Resilience in K-12 Education ............................................................................................44
Theoretical Framework ......................................................................................................46
Summary ............................................................................................................................48
Chapter Three: Methodology .........................................................................................................50
Research Questions ............................................................................................................50
Research Design and Methodology ...................................................................................51
The Rationale for a Qualitative Methodology .......................................................51
Rationale for a Case Study Approach ....................................................................52
Participant Identification and Selection .............................................................................53
Selection of the Mindfulness Training Program ....................................................53
Selection of Participants ........................................................................................55
Ethical Considerations ...........................................................................................56
Data Collection Approach..................................................................................................57
The Role of Researcher ..........................................................................................57
Document Analysis ................................................................................................58
THE POWER OF PRESENCE 5
Observations ..........................................................................................................58
Interviews ...............................................................................................................59
Assumptions Underlying the Interviews ....................................................59
Data Analysis .....................................................................................................................60
Initial Coding of Data ............................................................................................60
Identifying Pattern Codes and Themes ..................................................................61
Credibility and Trustworthiness .........................................................................................61
Summary ............................................................................................................................62
Chapter Four: Results ....................................................................................................................63
Description of Interview Participants ................................................................................63
Description of Observations ..............................................................................................65
Description of Document Review ......................................................................................65
Research Findings ..............................................................................................................66
Theme 1: Curriculum Excellence ..........................................................................68
Teacher Reactions ......................................................................................69
Impact On Teachers And Students ............................................................71
Managing Challenge And Discomfort .......................................................71
Importance Of Community ........................................................................73
Theme 2: Mindfulness Practice Implementation in the Classroom .......................74
Mindfulness Retreat ...................................................................................75
Teacher Growth During The Program .......................................................76
Theme 3: Motivation and Purpose .........................................................................79
Summary ............................................................................................................................82
THE POWER OF PRESENCE 6
Chapter Five: Discussion and Recommendations..........................................................................84
Overview of the Study .......................................................................................................87
Summary of Findings .........................................................................................................88
Limitations of the Study.....................................................................................................89
Implications for Practice ....................................................................................................90
Topics for Future Research ................................................................................................92
Conclusion .........................................................................................................................93
References ......................................................................................................................................94
Appendix A. Theoretical Framework Alignment Matrix ............................................................116
Appendix B. IRB Approval Letter ...............................................................................................117
Appendix C. Blank Minute Review ............................................................................................118
Appendix D. Blank Implementation Log ....................................................................................119
Appendix E. MPD Observation Protocol ....................................................................................120
Appendix F. Administrator Interview Protocol ..........................................................................122
Appendix G. List of Codes ..........................................................................................................123
THE POWER OF PRESENCE 7
List of Tables
Table 1: Profile of Interview Participants ......................................................................................64
Table 2: Observations ....................................................................................................................66
Table 3: Top Ten Mindfulness Practices .......................................................................................67
THE POWER OF PRESENCE 8
List of Figures
Figure A: Kirkpatrick’s Four Level Model ....................................................................................47
THE POWER OF PRESENCE 9
Abstract
In the past ten years, there has been an increased interest in providing teachers with
mindfulness training. This is due largely to the amount of stress that teachers in traditional
kindergarten (TK) through 12th grade reported as a result of the profession and the research
demonstrating that practicing mindfulness helps cope with stress and promote well-being. The
goal of this qualitative study research was to understand how mindfulness practices were
perceived and utilized by teachers receiving professional and personal development training in
mindfulness. The purpose of this study was to discern how a mindfulness curriculum carried out
by teachers, with an experience in mindfulness, could impact classroom climate by reducing
stress for both the students and the teachers themselves. The study took place at the Atlas County
Department of Education in California; TK to 12th grade educators participated in the
Mindfulness Professional Development (MPD) Program. Methodology for this study included
administrator interviews, observations, and secondary data from the MPD program. The results
suggest that mindfulness professional development trainings can promote mindfulness,
resiliency, and reduce stress in and outside of the classroom for TK to 12th grade educators.
Keywords: Mindfulness, Resilience, Professional Development, Personal Development, TK-12th
Grade Educators
THE POWER OF PRESENCE 10
“The usefulness of the cup, is its emptiness.”
Osho
THE POWER OF PRESENCE 11
Chapter One: Overview of the Study
Teachers are tasked with numerous responsibilities including but not limited to
curriculum and lesson planning; carrying out the day-to-day operations of the classroom; caring
for student learning and emotional well-being; attending staff meetings and trainings; conducting
student progress reviews; and attending to state and federal government laws academic success
and accountability. Teachers deal with occupational stressors specific to their profession, such as
teaching challenging students, managing classroom environments, dealing with parents, and
responding to student crises (Kyriacoum 2001). Teachers are also expected to display kindness,
compassion, and empathy to a variety of children and their families on a daily basis (Jennings,
2011). Furthermore, the unintended consequence of government accountability added to the
substantial burden of responsibility on teachers is an increase in stress (Darling-Hammond,
2006). Over time, these demanding requirements can lead to burnout, which can lead to an
undesirable classroom environment for both teachers and students as well as environmental
barriers to student achievement. Heavy workloads and unmanageable stress are often cited as a
reason that so many teachers leave the profession (Perryman & Calvert, 2019). Therefore, the
demanding environment of school classrooms necessitates evidence-based explorations of what
can be done to support teachers in building and maintaining resilience (Jennings, 2011).
As a practice, mindfulness seeks to achieve a positive mental state and reduce stress by
focusing one's awareness on the present moment, while calmly acknowledging and accepting
one's feelings, thoughts, and bodily sensations (Bishop et al., 2004). Mindfulness is the basic
human ability to be fully present—aware of where we are and what we are doing—without being
overly reactive or overwhelmed by what is going on around us. Incorporating mindfulness
practices in educational settings can benefit both teachers and students, positively influencing
THE POWER OF PRESENCE 12
interaction and learning in the classroom. It is important to understand that a person already has
the inherent capacity to be present, and that mindfulness can be cultivated with simple practices.
Self-awareness constitutes the cornerstone of emotional intelligence (Bishop et al., 2004). Self-
aware entails recognizing your thoughts, feelings, and emotions as they unfold, viewing your
behaviors without judgment or attachment as to whether they are right or wrong. This ability to
see yourself within your environment means you are gathering collateral information about
events, rather than basing your observations solely on your own judgments, opinions, and
perceptions. Recognizing your vulnerabilities and distressing emotions allows you to pause,
assess, and make informed decisions about how to proceed. By practicing mindfulness, self-
awareness can be fostered and allow for a more resilient mindset and lifestyle.
Chapter One provides the reader with a background on mindfulness and resilience. It
explores the impact mindfulness and resilience have on a teacher’s ability to manage stress, teach
with awareness, and be more mindful in the classroom. It details the research problem, research
questions, and research design guiding this study. It presents the significance of the study and
discusses both limitations and delimitations. Finally, the chapter concludes with definitions of
key terms used throughout the study and an overview of the organization of this dissertation.
The Potential of Mindfulness
The origins of mindfulness can be found in Buddhist traditions and culture, dating at least
2,500 years ago. In Theravada Buddhism, the Pali word “sati” translates into the English word
“mindfulness” (Goldstein 2013). All four major traditions of Buddhism—Thereavada,
Mahayana, Vajrayana, and Zen—believe that mindfulness is essential to living a life absent of
mental and emotional suffering (Nyanaponika, 1998). While identified with and utilized in
numerous Buddhist practices, it is important to stress that the capacity to be mindful is a
THE POWER OF PRESENCE 13
universal and natural attribute of the human mind not restricted by religious or spiritual
affiliation (Kabat-Zinn, 2005).
Over the past several decades, mindfulness has been rediscovered in the West and has
been found effective in many settings, including education. Practicing mindfulness takes time,
calls for patience, and requires commitment; and, as with nearly everything else, training is
required to develop this valuable skill (Langer & Moldoveanu, 2000). Mindfulness practice
strengthens the mind’s ability to focus and be present. With time, mindfulness deepens and
allows one to consciously be aware of experiences in the present moment and to reflect on how
the body and mind are working together. By fostering an increased awareness of what is
happening in one’s experience, one develops greater control over choices which can to improved
quality of life. Mindfulness practice, according to Kabat-Zinn (2005), a pioneer of mindfulness-
based stress reduction, "means that we commit fully in each moment to be present; inviting
ourselves to interface with this moment in full awareness, with the intention to embody as best
we can an orientation of calmness, mindfulness, and equanimity right here and right now.”
Interest in the applications of mindfulness-based interventions, which teach mindfulness
skills to adult and youth populations, has increased rapidly in recent years, with an expanding
evidence-base suggesting positive outcomes across a wide range of contexts, including physical
and mental health (Baer, 2003; Grossman, Neimann, Schmidt, & Walach, 2004). Research
findings have shown that mindfulness interventions have the ability to promote social and
emotional functioning (Miners, 2008). Semple, Reid, and Miller (2005) found that mindfulness
exercises can improve students’ academic performance.
These research findings have led to a number of programs that teach mindfulness in
elementary school classrooms. According to Weare (2012), mindfulness practices can contribute
THE POWER OF PRESENCE 14
directly to the development of cognitive and performance skills. “It can help young people pay
greater attention, be more focused, think in more innovative ways, use existing knowledge more
effectively, improve working memory, and enhance planning, problem solving, and reasoning
skills” (Weare, 2012).
The positive effects of mindfulness practices on the brain and behavior are becoming
well-established. Education reformers have long maintained that there is a fundamental
connection between emotional imbalance, which can affect motivation for academic success and
poor life progress. Tough (2012) argued that stress can have negative effects, specifically on
youth, including poor self-control and under-developed executive functioning. Unfortunately, the
United States’ education systems focus on cognitive intelligence, IQ scores, and academic skills,
undermines the development of these equally vital forms of non-cognitive intelligence (Tough,
2012). This type of intelligence entails dimensions of the mind that are difficult to quantify, such
as the foundation of good character, resilience, and long-term life fulfillment.
Mindfulness as a method refers to the repeated practice of re-directing attention towards
the present experience (Bishop et al., 2004). This can be practiced within the context of
meditation or within everyday activities. Mindfulness practice can be broadly categorized into
two types, emphasizing either a broad focus of attention or a narrow focus of attention (Davis,
2012). The first approach, broad focus, does not involve a single object of focus, but an open
monitoring of the content of experience from moment to moment. The second approach, narrow
focus, has been described as “effortful attention” and entails the voluntary focusing attention on
a selected object with a sustained focus (Wells, 2006).
With effortful attention, individuals are encouraged to be aware of the tendency for
attention to drift towards other objects of experience, and to bring their attention back to the
THE POWER OF PRESENCE 15
object of focus when this occurs. Effortful attention is included as part of mindfulness practice
through short practice activities, such as focusing on the experience and sensations of eating an
apple or noticing one’s own breathing. Repeated practice of this mental activity is thought to
improve an individual’s ability to sustain attention on a desired focus at the expense of
distraction, thus increasing the capacity for conceptual thinking (Kabat Zinn, 1990).
Furthermore, research has suggested that a reduction in deliberation increases cognitive
resources to perform tasks more effectively (Leary, Adams, & Tate, 2006).
Conceptualization of mindfulness as a cognitive process includes the concepts of
metacognition (Bishop et al., 2004) and cognitive flexibility (Carson & Langer, 2006).
Mindfulness and metacognition are seen to be related constructs through a common focus on
observing internal and external processes (Davis, 2012). This process is believed to facilitate the
capacity to process a broader range of information, thereby giving rise to greater choice in how
to respond to experiences (Bishop et al., 2004).
Mindfulness has also been equated with the concept of cognitive flexibility, which refers
to an individual’s ability to appreciate a range of perspectives and to adapt according to different
contexts (Carson & Langer, 2006). A proposed benefit of such cognitive flexibility is that it
supports the “ability to consider a wide range of possibilities in decision-making; and it has been
suggested that the cognitive skills developed through mindfulness practice promote a flexible
approach to tasks, which can in turn contribute to improved memory and enjoyment of tasks”
(Langer, 1997). Furthermore, Langer and Moldoveanu. (2000) suggested that mindfulness
practices can support children to develop a greater interest in their work.
THE POWER OF PRESENCE 16
The Role of Resilience
The origin of the study of resilience is relatively new, compared to the ancient practices
of mindfulness. The roots of resilience research have been traced to studies of individuals with
schizophrenia; people exposed to parental mental illness, extreme stress, and poverty; and the
functioning of individuals who experienced traumatic occurrences earlier in their lives (Cicchetti
& Garmezy, 1993). In the middle of the 20th century, researchers discovered that people with
less severe presentations of schizophrenia were characterized by a premorbid history of relative
competence at work, good social relations, and the capacity to fulfill responsibilities (Cicchetti,
2010). Studies of children of mothers with schizophrenia played a crucial role in the emergence
of childhood resilience as a major theoretical and empirical topic (Cicchetti, 2010).
Over the past several decades, research on resilience has gone through many stages. The
initial focus of resilience was on the “invincible child” and psychologists started to realize that
resilience was occurring outside of the individual, rather than from within. This realization led to
a search for factors of resilience at the individual, family, community and cultural level
(Cicchetti, 2010). Recently, there has been more interest in resilience as a commonality in entire
communities and cultural groups.
Resilience is a process and, in order to characterize this process, it is imperative to
identify and measure the protective and risk factors involved. Individual protective factors may
include emotional self-regulation, self-efficacy, and self-determination (Cicchetti, 2010). Family
factors may include a close relationship with at least one caregiver and sibling attachment (NCH,
2007). Community factors may include a community's social assets such as schools, associations,
and sporting clubs as well as members feeling a sense of community connectedness (Dean &
Stain, 2007).
THE POWER OF PRESENCE 17
Furthermore, resilience has moved from being considered a fixed personality trait to
being framed as a temporal process. “Research suggests that resilience is not static, but may wax
and wane over the life course” (Luthar, 2006). Therefore, determining which protective and risk
processes are involved and how they affect individuals is imperative for designing effective
interventions (Luthar, 2006).
According to Yates and Masten (2004) there are three approaches to promoting resilience
among youth:
• Risk-focused, which aims to reduce risk or avoid risk;
• Asset focused, which provides resources to help functioning to counter adversity; and
• Process focused, which aims to protect or restore fundamental systems of positive
support.
Managing exposure to risk, rather than eliminating risk, is important since this risk can provide
an opportunity for building coping skills and developing a sense of mastery (Newman, 2004).
Assets include strong social relations with either family members, caregivers, or other social
networks like mentors, positive school environments, and other activities outside of school
(Newman, 2004).
The Effects of Stress & Anxiety
The term “stress,” was coined by Hans Selye in 1936. Selye (1936) defined stress as “the
non-specific response of the body to any demand for change.” Looking deeper into this
definition of stress, this change includes threats or pressures from both outside forces and those
within. Any change, whether it be positive or negative, requires a response from the body in
order to adapt to the situation at hand (Selye, 1936). Stressors can be any kind of stimulation,
internal or external, that triggers the physiological stress response. Selye later distinguished two
THE POWER OF PRESENCE 18
types of stress, “eustress,” or pleasant stress, and “distress,” or unpleasant stress. Eustress,
pleasant stress, arises from things that are desired and welcomed, but which nevertheless cause
stress. This could include events like starting a new job, getting married, buying a house, or
having a baby. Distress, unpleasant stress, is the most common stress experienced by individuals.
Undesirable and unwelcome, distress could include events like the death of a loved one, a serious
accident or illness, being victim to a crime or hate speech, or the loss of a job. Thousands of
years ago, stress was a response needed for survival from the myriad physical threats that
existed, such as dangerous weather, predatory animals, raids from hostile enemies, and accidents.
(Selye, 1936). In today’s world, distress is often created in the mind where the perceived threats
are not truly life threatening. For example, phobias are irrational fears of imagined harms coming
from real but not present dangers. People become stressed imagining losing a job, the death of a
loved one, nuclear war, and economic collapse regardless of the factual probabilities of these
events happening.
The Person-Environment Fit Theory, developed at the Institute for Social Research,
focuses on the relationship between an individual’s perception of a task, their perception of their
ability to complete that task, and the motivation to complete the task (Caplan & Harrison, 1993).
The hypothesis is that feelings of stress should increase as the personal-environment gap widens.
Findings indicate that this is true and that stress varies as a function of degree of challenge
(distress) preferred by the individual (Caplan & Harrison, 1993). In other words, individuals who
don’t tolerate distress will experience greater stress completing a task they find challenging.
Stress is cumulative. The human body is well-equipped to deal with a reasonable amount
of stress through an entire lifetime. However, the world is becoming increasingly complex and
THE POWER OF PRESENCE 19
demanding. It is particularly important today, and will become increasingly critical in the future,
to ensure that people have adequate coping techniques to manage stressful lives.
Anxiety and stress are normal experiences of life and they are often uncomfortable.
Mental experiences of threat and danger can interfere with psychosocial functioning as well as
causing significant distress (Coleman, 2016). Anxiety has been known to have several
psychological and physiological effects, including but not limited to self-esteem, inability to
concentrate, negative moods, poor social interactions, and decreased performance (Taylor,
2005). Anxiety is more likely to be produced in high-stakes environments where performance is
associated with ability and achieving goals (Brannon & Feist, 2004). Anxiety, when untreated,
can become chronic anxiety, a disabling disease that prevents people from living up to their full
potential.
There are many different kinds of anxiety, making it hard to detect in the classroom.
When a child feels nervous before a test, it is easy to identify behaviors (an upset stomach,
trouble sleeping, lack of or excess hunger, disruptive behavior) as anxiousness. However, at
other times anxiety can be misunderstood as ADHD, a learning disorder, or even a mental health
condition. What they all have in common, is that anxiety tends to “lock up the brain,” making
school hard for anxious kids.
Children, specifically, tend to suffer from the following forms of anxiety. Separation
anxiety occurs when children are worried about being separated from parents or caregivers.
Social anxiety happens when children are excessively self-conscious. Selective mutism develops
when children have a hard time speaking in school or have been traumatized. Generalized
anxiety shows up when children worry about a wide variety of everyday things. Obsessive
compulsive disorder exists when children’s minds are filled with unwanted and stressful
THE POWER OF PRESENCE 20
thoughts. Finally, specific phobias arise when children have an excessive and irrational fear of
particular things. These anxieties can hinder how a child learns in a classroom setting. For
example, a student struggling with separation anxiety may have a hard time at school and
throughout the day, worried about their parent or caretaker leaving them behind.
Statement of the Problem
Despite an increased interest in mindfulness and resilience practices within education,
little empirical research has been conducted on the topic of mindful personal and professional
development to cultivate an understanding of resilience and stress reduction practices for
educators. Although there is a plethora of literature related to mindfulness and stress reduction,
most of the focus is on the student and not on the teacher. The demands placed on teachers have
grown exponentially over the past several years, and there is no indication that the pace of
change will diminish. Therefore, it is critical to identify more effective evidence-based coping
strategies for teachers to deal with the increasing demands in their classrooms.
Teaching stress, the inability to cope with the demands of teaching, and burnout can lead
to teacher attrition or create an environment where ineffective teachers stay in the classroom
(Jennings & Greenburg, 2009; Vandenberghe & Huberman, 1999). Understanding how to help
teachers cope with and manage their anxiety and stress, and improve self-care, is imperative not
only teachers but also to students. The combined stress and anxiety of both teachers and students
hinders the ability to be present and actively engaged in the classroom (Diliberto, 2015).
Research indicates that a level of calm must be present in order for students to actively learn
material being taught in a classroom setting.
According to Caine, Caine, McClintic, and Klimek (2005) a majority of optimal learning
occurs during relaxed alertness. Relaxed alertness ensures that students are being challenged
THE POWER OF PRESENCE 21
within a context of safety. It also includes a personal sense of well-being that allows students to
explore new thoughts and connections. For students, stress can be the factor that inhibits learning
and the ability to focus, remember, and self-regulate emotions and behaviors. Stress, therefore,
can threaten students’ academic, social, and emotional development. According to Cole et al.
(2005), youth with experiences of chronic trauma have a difficult time learning and functioning
well in school.
The stressors for teaching are only increasing, with additional federal mandates, state-
wide testing, district curriculum demands, parental involvement, and general stressors of making
decisions on a daily basis (Santoro, 2018). In addition to teachers’ work stressors, there are
stressors that originate in teachers’ personal lives, communities, and the United States as a
whole. In April 2019, Gallup released a poll that shows that Americans are among the most
stressed people in the world (Chokshi, 2019).
Self-care practices are missing components in education and have been overlooked by
school systems. Teacher personal and professional development are equally important to the
cultivation of less stress and more resilience. However, the common method of dealing with
personal development has been to leave it to each individual to work on it independently and on
their own time (Diliberto, 2015). The disregard of personal development leads to missed
opportunities for staff strengthening and renewal. Freppon (2001) advocates, “Personal and
professional development are inseparable, for there is no teaching change without teacher
change” (p. ix). Both teachers and students can benefit from support and training in skills like
mindfulness and resilience to help cope with stress; this would facilitate helping teachers and
student to flourish in their academic, work, and personal lives.
THE POWER OF PRESENCE 22
Purpose of the Study
The purpose of this qualitative research study was to understand how mindfulness,
resilience, and stress reduction practices were perceived and utilized by teachers receiving the
Mindfulness Professional Development (MPD) training course. It was hypothesized that even
with the increase in stress and overload of incoming information, teachers could still benefit
from mindfulness training by dealing with stress more effectively, increasing their ability to
focus and be resilient. This study discerned how a more mindful attitude presented by the teacher
could impact their classroom climate and embody traits of a more resilient and mindful
individual.
Research Questions
The goal of this study was to understand how mindfulness practices and a mindfulness
curriculum could impact classroom climate by reducing stress for both the students and the
teachers themselves. The following three research questions guide this study:
1. What were the teachers’ perceptions of the MPD training for professional and
personal development?
2. What practices learned through the MPD training did teachers value?
3. Did teachers view the MPD training as supportive of their abilities to apply
mindful and resilient practices in the classroom?
Significance of the Study
The overall aim of this study was to explore the critical influence of mindfulness,
resilience, and stress-reduction trainings and practices for teachers in the classroom. This study
joined a growing body of research that reassessed teacher behaviors in the classroom, and the
effects of mindfulness and resilience on anxiety and stress among teachers in the classroom
THE POWER OF PRESENCE 23
(Knoblock 2017). The focus of the trainings was to develop the capacity of teachers to gain
knowledge about adult and youth resilience; stress and its impacts on mind, body and
performance; and the promotion of resilience and emotional competence. Finally, trainings
focused on training and coaching teachers to integrate student stress management and self-
regulation practices within their daily classroom management practice. In order to implement
and support a mindful curriculum, it was imperative that the teachers facilitating the classroom
sessions had experience and knowledge in mindfulness and resilience.
Limitations & Delimitations
This study was limited to Mindful Professional Development (MPD) Program
participants in a single California school district. All teacher participants had or were completing
the MPD, a semester long, eight-week, after-school program that taught techniques and skills to
handle stress, self-regulate, and self-calm in moments of stress and anxiety. All participants in
this study taught traditional kindergarten (TK) through 12th grade and had independently signed
up for the MPD program. Because this study focused on teachers who were in the MPD program,
the generalizability of the results are limited.
Additionally, given the small population of teachers in this program who had successfully
participated in and completed the training, the sample size of this study is also a limitation.
Another limitation was the self-reporting done by teachers on how they perceived and
incorporated the training within their own classrooms. Finally, the time constraints of this study
were a limitation to collecting more data and understanding the long-term effects of the training.
In order to complete the study within the time constraints, the student population was not
interviewed regarding their perceptions of the effects of mindfulness. Also, in order to pursue a
THE POWER OF PRESENCE 24
qualitative study design, certain pre-and-post surveys were not included in the archived data
from the Department of Education.
Overview of Methodology
The study took place at the Atlas County Department of from TK to 12th grade and
program administrators. Teacher professional development training observations and minute
reviews were used to explain teacher knowledge, values, and perceptions of their professional
development; the goal was to understand more fully the effectiveness of the training in stress
reduction and resilience on the participants. Administrators of the program were interviewed to
understand the development of the training, administrator perceptions of teacher understandings,
and the effectiveness of the program. Implementation logs were used to understand which
mindfulness and stress-reducing practices were most utilized in the classrooms by teachers and
which practices were found to be the most useful.
Definitions of Key Terminology
Academic Achievement
Academic achievement is a measure of the learner’s progress as it relates to the
effectiveness of the instructional plan (Murphey, 2014).
Anxiety
Anxiety is an emotion characterized by feelings of tension, worried thoughts, and
physical changes like increased blood pressure (American Psychiatric Association, 2013).
Burnout
Burnout is an overwhelming feeling of exhaustion, feelings of cynicism and detachment,
and a sense of ineffectiveness often occurring in the helping professions (Maslach, Schaufeli, &
Leiter, 2001).
THE POWER OF PRESENCE 25
Community Building
Field of practices directed toward the creation or enhancement of community among
individuals within a regional area or with a common interest (Yonezawa, Jones, & Singer, 2011).
Contemplative Mindfulness
Contemplative mindfulness is a term derived from mindfulness theories based in Eastern
Philosophy and Buddhist theology (Kabat-Zinn, 1990). It is defined as an inner awareness
achieved through the process of contemplation or via meditation practice. This type of
mindfulness requires redirection of the attention inward, to one’s breath, body, senses, thoughts,
and impulses.
Distress
An aversive, negative state in which coping and adaptation processes fail to return an
organism to physiological and/or psychological homeostasis (Carstens & Moberg, 2000).
Mindfulness
A non-elaborative, non-judgmental, presence-centered awareness in which each thought,
feeling, or sensation that arises in the attentional field is acknowledged and accepted as it is.
Mindfulness is the ability of an individual to maintain a non-judgmental, clear awareness of
one’s own thoughts, feelings, and emotions through self-regulation of attention and
metacognition (Bishop et al., 2004).
Mindfulness Meditation
Mindfulness meditation is the exercise of non-judgement attention to a present-moment
experience. It is the act of cultivating awareness, acceptance, non-judgement, and attention to the
present moment (Hinterberger, Kohls, Kamei, Feilding, & Walach, 2011).
THE POWER OF PRESENCE 26
Mindfulness Practice
Mindfulness practices are any practices that develops a mindful state or consciousness
that can be seen to consist of the important dimensions of self-regulation of attention and certain
orientation to experience (Siegel, 2007). Furthermore, mindfulness practices are programs of
training for reducing cognitive vulnerability to reactive modes of mind that may otherwise
heighten stress (Bishop et al., 2004).
Mindfulness-Based Stress Reduction (MBSR)
An eight-week intensive training in mindfulness meditation, based on ancient healing
practices, which meets on a weekly basis. Mindfulness practice is ideal for cultivating greater
awareness of the unity of mind and body as well as of the ways the unconscious thoughts,
feelings, and behaviors can undermine emotional, physical, and spiritual health.
Perceived Stress
Perceived stress is the degree to which situations in a person’s life are appraised as
stressful (Cohen & Williamson, 1988).
Personal Development
Key Components of personal development include meta-cognitive skills, moment-to-
moment awareness, and emotional regulation (Soloway, 2011). These factors allow for the
capacity to maintain attributes such as kindness, patience, and empathy while building teacher-
student relationships and managing obstacles in the classroom.
Relaxed Alertness
Relaxed alertness means trying to eliminate fear in learners, while maintaining a highly
challenging environment (Awasthi, 2012).
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Resilience
Resilience is a process of, or outcome of, successful adaption despite challenging or
threatening circumstances (Chiccetti & Garmezy, 1993).
Sati
Sati is a mindfulness or awareness, a spiritual or psychological faculty, that forms an
essential part of Buddhist practice (Kalb, 2004). It is considered the first factor of the Seven
Factors of Enlightenment.
Stress
Stress is physical, mental, or emotional strain or tension. Stress may be acute (brief and
severe) or chronic (over a long duration); however, when it overwhelms an individual and/or
community, stress can become the cause of trauma. (Selye, 1936)
Organization of the Study
This study is composed of five chapters. Chapter One provides an overview of the study
and contains background information, specific context related to the problem identified, and the
purpose for conducting this research study. Chapter Two is a review of the literature pertaining
to the research questions for this study. Relevant literature is examined and gaps in the literature
are explored. Chapter Three details the methodology and data collection design. Chapter Four
provides the data analysis of observations and secondary data. Finally, Chapter Five discusses
key findings, implications, and recommendations for future research.
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Chapter Two: Literature Review
Mindfulness refers to a particular way of paying attention and has been described as “the
awareness that emerges through paying attention on purpose, in the present moment, and non-
judgmentally to the unfolding of experience” (Kabat-Zinn, 2003, p.145). Interest in applications
of mindfulness-based interventions, which teach mindfulness skills with adult and youth
populations, has increased rapidly in recent years. An expanding evidence base suggests positive
outcomes from these interventions across a wide range of contexts, including physical and
mental health (Baer, 2003; Grossman et al., 2004). A growing body of literature in the area of
education and alternative health treatments has demonstrated that “meditation and relaxation
training may be effective for reducing anxiety and stress” (Barnes, Davis, Murzynowski, &
Trieber, 2004).
Chapter Two examines the relevant literature regarding the nature of classroom stress,
anxiety in the classroom, and practices of mindfulness and resilience. It explores the literature on
the emergence of the role of teachers in creating an environment of resilience, calm, and
mindfulness. Learning to channel attention to productive tasks, to sustain motivation when work
becomes demanding, and to handle the frustrations of sharing, learning, and communicating with
peers are skills that depend on the ability to understand and manage emotions (Broderick &
Metz, 2013). The first section of this literature review assesses stress, anxiety, and the impact on
teaching and learning. Next, it examines the application of mindfulness and resilience in
education; it also reviews neuroscience research on mindfulness, and mindful personal and
professional development. Finally, the chapter concludes with the Kirkpatrick’s (1996) Learning
Evaluation Theory as the study’s theoretical framework.
THE POWER OF PRESENCE 29
The Impact of Stress
The research literature consistently demonstrates that anxiety and stress can negatively
impact students’ school performance, disrupt their thinking and interfering with their learning
(Shapiro, Schwartz, & Bonner, 1998). Anxiety and stress have also been shown to have
numerous psychological and physiological consequences. Chronic anxiety has been associated
with the six leading causes of death in the United States (Taylor, 2005). Low self-esteem, the
inability to concentrate, negative moods, poor social interactions, and decreased performance
have all been associated with sub-clinical levels of anxiety. Anxiety and stress are often
produced in high-stake environments where performance is associated with the ability to reach a
goal (Brannon & Feist, 2004). In such environments, the failure to perform to one’s ability may
have long-lasting impact.
Stress and Children
In today’s society, school-aged children are experiencing significantly more stress, which
is resulting in expressions of anger, violent behavior, conduct disorders, depression, suicide, and
various types of anxiety (Feindler, 1995; Prins & Hanewald, 1999). Children’s perceptions of life
events have a direct influence on their learning process and academic performance (Langer &
Imber, 1979). According to Flock et al. (2013), during stressful occurrences, meaningful learning
is infrequent. Often teachers and children activate an emergency response of fight, flight, or
freeze for non-emergency situations, such as being late for an appointment, preparing for a test,
or misplacing a book. When these stress hormones are continually released, the body remains in
a physical state of overdrive; this can result in a depleted immune system and a cycle of
aggravated stress (Flock et al., 2013). The literature indicates that children are under a great deal
of external pressure at home and in school, resulting in many of the same physiological
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symptoms of distress as adults (Miller & McCormick, 1991). Research shows that incorporating
stress reduction programs into school curricula is associated with improved academic
performance, self-esteem, mood, and concentration as well as decreased behavioral problems
(Ballinger & Heine, 1991; Dendato & Diener, 1986).
Stress in the Classroom
Stress and anxiety have been known to negatively impact a teacher’s ability to teach and
regulate a classroom. In national studies, education consistently ranks as one of the occupations
with the highest levels of stress (Jarvis, 2002). Teachers’ stress, burnout, and attrition are some
of the longstanding issues facing our education system, with stress being the primary reason for
teachers leaving the profession (Whitebook & Darrah, 2013).
As a teacher, there are a multitude of aspects to the job. The central role of being a
teacher revolves around the classroom environment and creating a climate conducive to learning
and social emotional well-being. Today, teachers are expected to be aware of the emotional
challenge’s children face and have the methods to deal with them. The increase in diagnoses of
Attention Deficit and Hyperactive Disorder (ADHD), stress disorders, depression, and anxiety
among students place more demands on teacher’ knowledge and skills. More often than not,
teaching is a profession burdened by high rates of turnover, burnout, stress, and depression
(Blasé, 1986). Multiple sources of stress have been cited, including factors such as time
demands, workload, disruptive behavior, and organizational factors (Blase, 1986).
On top of these factors, teachers must also address the pressure and accountability for
performance on standardized tests. In a study by McCormick and Barnett (2011), teacher’s
perceptions of stress and their ability to cope with the daily demands were associated with
burnout. Research has identified a sense of self-efficacy and connection with students and other
THE POWER OF PRESENCE 31
staff members as critical elements linked to teaching engagement as well as a decline in
exhaustion and distress (Klassen, Perry, & Frenzel, 2012). An approach to stress reduction that
has gained increasing recognition is mindfulness training to target attention and emotional
processing (Bishop et al., 2004). Used across a variety of settings, Mindfulness-Based Stress
Reduction (MBSR) is a widely known form of mindfulness training that has been shown to
reduce stress, depression, and anxiety (Grossman et al. 2004).
The Power of Meditation and Mindfulness
Different styles and forms of meditation are found in almost all cultures and religions.
Mindfulness meditation originates with Buddhist meditation traditions (Hart, 1987). Since the
1990s, mindfulness meditation has been applied to multiple mental and physical health
conditions; it has received much attention in psychological research (Tang & Posner 2013). In
current clinical and research contexts, mindfulness meditation is typically described as non-
judgmental attention to experiences in the present moment. Mindfulness meditation can be
subdivided into methods involving focused attention and those involving open monitoring of
present-moment experience (Lutz, Slagter, Dunne, & Davidson, 2008). It has been suggested that
mindfulness meditation includes at least three components that interact closely to constitute a
process of enhanced self-regulation: enhanced attention control, improved emotion regulation,
and altered self-awareness (Hölzel, et al. 2011).
Research has shown that training in and consistent practice of mindfulness can lead to
improved wellness and betterment of an individual. In a study conducted by Lazar et al. (2005),
the data suggested that meditation may be associated with structural changes in areas of the brain
that are important for sensory, cognitive, and emotional processing. The data further suggested
that meditation may impact age-related declines in cortical structures. A study conducted by
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Davidson et al. (2003) found that a short program in mindfulness meditation can produce
demonstrable positive effects on brain and immune functions.
Meditation and Brain Functioning
According to Tang, Rothbart, and Posner (2012), a brain state can be defined as a reliable
pattern of activity and/or connectivity in multiple large-scale brain networks. “Meditation
training involves obtaining a meditative state; and measurements of behavior and/or brain
activity can be made while participants are thought to be in such a state” (Manna et al. 2010). To
identify brain regions activated during the state of meditation, compared to a baseline state, a
multiple study was done on healthy meditators to understand which areas of the brain were
activated during meditation. The studies revealed three areas where there were clusters of
activity: “the caudate, which is thought to have a role in attentional disengagement from
irrelevant information, allowing a meditative state to be achieved and maintained; the entorhinal
cortex, which is thought to control the mental stream of thoughts and possibly stop mind
wandering; and the medial prefrontal cortex, which is thought to support the enhanced self-
awareness during meditation” (Sperduti, Martinelli, & Piolino, 2012) .
The brain is a target for stress and stress-related hormones. It undergoes functional and
structural remodeling in response to stress in a manner that is adaptive under normal
circumstances but can lead to damage when stress is excessive (McEwan & Morrison, 2013).
Evidence suggests that “vulnerability to stress-induced brain plasticity is prominent in the
prefrontal cortex, hippocampus, amygdala, and other areas associated with fear-related memories
and self-regulatory behaviors” (McEwan & Morrison, 2013). The interactions between these
brain regions determine whether life experiences lead to successful adaptation or maladaptation
and impaired mental and physical health.
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Research over the past two decades broadly supports the claim that mindfulness
meditation, practiced widely for the reduction of stress and promotion of health, exerts beneficial
effects on physical and mental health, and cognitive performance. Recent neuroimaging studies
have begun to uncover the brain areas and networks that mediate these positive effects (Tang,
Hölzel, & Posner, 2015). However, the underlying neural mechanisms remain unclear, and it is
apparent that more methodologically rigorous studies are required to gain a full understanding of
the neuronal and molecular bases of the changes in the brain that accompany mindfulness
meditation.
Benefits of Mediation and Mindfulness
In a study conducted by Lutz et al. (2008), the data suggested that long-term practice of
open monitoring meditation results in lasting changes in mental and brain functioning. Open
monitoring meditation is a practice of training to calm the mind and reduce distractions. The
study also researched other practices of meditation, such as focused attention meditation. Lutz et
al. (2008) found that after extensive training in a practice, the practitioner’s ability to sustain
attention on a particular object for a prolonged period of time showed
improvement. Furthermore, they found that training in focused attention meditation was
associated with a “significant decrease in emotionally reactive behaviors that are incompatible
with stability of concentration” (Lutz et al., 2008).
In a study conducted by Carson, Carson, Gil, and Baucom (2004), the results provided
empirical support for a mindfulness-based relationship enhancement program designed for
relatively happy, non-distressed couples. “Mindfulness was efficacious in enriching current
relationship functioning and improving individual psychological well-being across a wide range
THE POWER OF PRESENCE 34
of measures” (Carson et al., 2004). The study went on to argue that mindfulness practices helped
improve autonomy, closeness, and acceptance of one another.
Children and young adults. Mindfulness can also have a positive impact on children
and young adults. According to Singh et al. (2007), when adolescents choose to change their
behavior and learn meditation or mindfulness practices, whether reluctantly or willingly, they
can self-regulate specific behaviors in settings of their choice and for as long a duration as they
choose.
Napoli, Krech, and Holley (2005) described how bringing mindfulness into the classroom
increased students’ ability to maintain their attention and suggested it could lead to decreased
stress and increased learning. Furthermore, they reported an improvement in attention and social
skills with a decrease in test anxiety.
Flook et al. (2010) observed that participation in a mindful awareness practices program
was associated with improvements in behavioral regulation, metacognition, and overall executive
functioning. The practices helped increase self-regulation in behaviors and executive functioning
among preschool and elementary school students.
A study conducted by Rosaen and Benn (2006) suggested that an increased state of
restful alertness and greater capacity for self-reflection, self-control, and flexibility as well as
improved academic performance were possible with transcendental meditation. According to
Rosaen and Benn (2006), “The state of restful alertness induced by meditation may facilitate the
growth of social-emotional capacities necessary for regulating the emotional labiality and
interpersonal stress of adolescence.”
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Mindfulness and Stress Reduction
The way we perceive stress is as important as how we handle stress. Researchers at
University of Buffalo (Hill, 2017) found that stress itself can be beneficial, helping people to
develop the ability to deal with stressful situations in the future. A Harvard study (Santoro, 2018)
showed that participants who were told that signs of stress helped them cope better; the
participants became less anxious and more confident in stressful situations. In other words, by
reframing the focus of day to day pressures, one can change their perception.
Research supports the idea that mindfulness meditation decreases emotional reactivity.
Ortner, Killner, and Zelazno (2007) studied people who had from one month to 29 years of
mindfulness meditation practice. They found that mindfulness meditation practice helped people
disengage from emotionally upsetting pictures and focus better on a cognitive, compared to
people who did not meditate.
Mindfulness-based treatments have been shown to be effective in treating depression
(Segal, Teasdale, & Williams, 2002), anxiety and stress (Hofman, Sawyer, Witt, & Oh, 2010),
personality disorders (Linehan, 1993), and pain (Kabat-Zinn, 1982). In non-clinical samples of
children, adolescents, and adults, mindfulness-based interventions have been associated with
increased executive functioning, improved social skills, decreased anxiety, reduced behavioral
issues, and greater feelings of self-efficacy (Burke, 2010). According to authors Goyal et al.
(2014), mindfulness meditation programs showed small improvements in anxiety, depression,
pain, and stress.
Research showed that premedical and medical students reported less anxiety and
depressive symptoms after participating in an eight-week mindfulness-based stress reduction
training, compared to a control group (Shapiro et al., 1998). The control group evidenced similar
THE POWER OF PRESENCE 36
gains after exposure to mindfulness-based stress reduction training. In addition, when compared
with a specific control group, mindfulness-based stress reduction training was shown to decrease
total mood disturbance, including stress, anxiety, and fatigue in medical students (Rosenzweig,
Reibel, Greeson, Brainard, & Hojat, 2003). Similarly, following such training, therapist trainees
reported decreased stress, rumination, and negative effects (Shapiro et al., 2007).
Types of Mediation and Mindfulness Programs
Current programs that employ mindfulness-based practices for psychological disorders
include mindfulness-based stress reduction (Kabat-Zinn, 2003), mindfulness-based cognitive
therapy (Segal et al., 2002), dialectical behavior therapy (Linehan, 1993), acceptance and
commitment therapy (Hayes, 2004), and relapse prevention (Hayes, 2004). Baer (2003)
conducted a review of mindfulness-based practices and therapies, hypothesizing that there are
five aspects of mindfulness practices that help reduce symptoms of stress and pain. These aspects
include individuals focusing their cognitive attention on their problem in a non-judgmental way.
Instead of looking to avoid painful situations, dealing with them can result in reduction of
symptoms due to exposure and desensitization. Also, the attention to thought processes can
evoke an understanding that thoughts are not always accurate barometers of reality. Therefore,
being cognizant of thoughts allow people to recognize early warning signs of stress and to
proactively employ coping strategies.
Mediation and Mindfulness in American K-12 Education
Mindfulness and education are well-matched. Mindfulness teaches people about being
present with and to your inner experiences as well as your outer environment, including other
people. When teachers are fully present, they teach better. When students are fully present, the
quality of their learning is better. Schoeberlein-David and Sheth (2009) also made an important
THE POWER OF PRESENCE 37
point that teaching mindfulness is not subject specific or subject-limited; it can, in fact, be
incorporated into any classroom setting or curriculum for any age group. Thus, mindfulness
appears to offer a tool that both supports the skills required for learning and contributes to the
enhancement of the learning experience itself.
Shapiro, Brown, and Astin (2011) described how mindfulness assists in the development
of the whole person and can enhance creativity, interpersonal relationship skills, empathy, and
self-compassion. The focus in these approaches was how to cultivate the intangible qualities that
make learning interesting, exciting, and transformative on an intellectual, emotional, and
spiritual level for students. In other words, how education can address the body, mind, and soul.
The existing literature on mindfulness in education suggests that mindful practice in the
classroom can be a tool to help manage stress and develop resilience in both teachers and
students. Implementing Kagan Structures in the classroom has been shown to have many benefits
for both teachers and students. According to Kagan (2000), these benefits include cooperative
skills, character development, multiple and emotional intelligences, the curriculum, and higher
levels of thinking.
Over the last ten years, mindfulness-based programs have been used in the American
educational system to address a number of different issues. There is an emerging body of
research on how mindfulness enhances students' learning experiences in a variety of ways by
fostering supportive qualities that have an impact on more than just their lives as students.
However, there is a gap in the research pertaining to how teachers perceive and utilize
mindfulness practices in the classroom. Several studies outline how mindfulness can have
positive impact on students.
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Research on Mindfulness for Students
Elias (2009) reported that teaching mindfulness to preschoolers improved their attention
and focus. In addition, two studies in primary schools indicated that mindfulness helped students
be present; manage their emotions and behaviors better; increased social skills; promoted
calmness and a connection to nature; and improved sleep while decreasing test anxiety (Flaxman
& Flook, 2008; Huberty, 2008). Huston (2010) suggested that teaching mindfulness helps
students learn to understand themselves and others better, therefore becoming better students and
happier people. Schoeberlein-David and Sheth (2009) wrote that mindfulness can improve
mental focus, academic performance, and emotional balance as well as the development of
kindness, empathy and compassion—qualities that many educators struggle to convey to their
students.
Broderick and Metz (2009) began a mindfulness program in a high school with 120
seniors with a goal of increasing emotional self-regulation. Meditation and mindfulness exercises
were practiced in class several times a week in 30 minutes sessions. Compared to the control
group, the students in the mindfulness group reported fewer negative experiences and less
fatigue. For example, students reported feeling more relaxed and exhibited more signs of self-
acceptance and better emotional regulation.
A similar study conducted by Rosaen and Benn (2006) looked at a group of seventh
graders who had one year of meditation training. Students reported feeling an increased sense of
restfulness, improvement in their academic performance, and gains in emotional intelligence.
The researchers proposed that meditation contributed to social-emotional growth in adolescents.
In a study conducted in Spain with middle school students, Franco, Manas, Cangas, and
Gallego (2010) evaluated the impact of a mindfulness-based meditation program on self-concept
THE POWER OF PRESENCE 39
and academic performance. Students participated voluntarily in a weekly 90-minute meditation
class over ten weeks. Pre-tests and post-tests evaluated academic performance, self-concept, and
state-trait anxiety. Results showed significant changes in all areas for the meditators compared to
the control group.
Napoli et al. (2005) reported an experimental study which combined mindfulness and
relaxation with approximately 230 students aged five- to eight-years-old. The program being
studied included twelve 45-minute sessions of mindfulness and relaxation created to help
students focus and pay attention during class. The Attention Academy program included
exercises like breathing, body scans, and motor awareness activities. The teachers were
professionally trained in mindfulness and had facilitated these types of programs for several
years. The research sought to demonstrate whether participation in mindfulness training affected
a student’s outcomes on measures of attention. There were significant differences between
students who did participate in the Attention Academy program (experimental group) compared
to those students who did not (control group).
Schonert-Reichl and Lawlor (2010) conducted a study in 12 elementary school
classrooms with students ranging in age from nine to 4. Six of the classes were randomly
selected to receive a mindfulness program. The program included 10 mindfulness lessons, three
times per week, including quieting the mind and focusing on breathing, mindful attention, and
emotional management. The main research question was whether this mindfulness program
(Mindfulness Education) positively affected students’ optimism, self-concept, and social-
emotional functioning in school. The findings showed that students in the program (experimental
group) had significant improvements in social and emotional competence, attention, and
concentration.
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In a more recent study, Black and Fernando (2014) reported on a five-week mindfulness-
based curriculum in a low income, ethnically diverse elementary school, kindergarten through
sixth grade. The curriculum included mindfulness meditation conducted by two teachers in 15-
minute sessions, three times per week, for five weeks. Classrooms were randomly assigned to
receive the mindfulness school curriculum. Teachers reported improved attention, greater
calmness and self-control, more participation in activities, and more respect of each other.
In another study, Van De Weijer-Bergsma, Langenberg, Brandsma, Oort, and Bögels
(2012) researched eight to 12-year-old students from three different elementary schools using a
randomized experimental design. External mindfulness trainers provided 30-minute sessions of
mindfulness training over a six-week period, twice a week. The children in the experimental
group focused on non-judgmental, age-appropriate mindfulness practices including breathing,
thoughts, and emotions. The students were also encouraged to continue these practices at home.
The results showed that the mindfulness program was able to help reduce stress and stress-
related behavioral problems among those children who received the program (experimental
group).
Students with learning disabilities have been shown to have higher levels of anxiety and
stress and lower social skills compared to their peers (Beauchemin, Hutchins, & Patterson,
2008). In a pilot study, Beauchemin et al. (2008) evaluated the impact of a mindfulness-based
meditation program on the academic performance, social skills, and anxiety level of high school
students with learning disabilities. The program consisted of a single 45-minute introduction to
mindfulness, followed by a daily 10-minute meditations at the beginning of class for five weeks.
Outcome measures showed significant decreases in students’ state and trait anxiety as well as
significant increases in the teachers’ ratings of students’ social skills and academic performance.
THE POWER OF PRESENCE 41
Research on Mindfulness for Teachers
Anderson, Levinson, Barker, and Kiewra (1999) conducted a five-week randomized
experimental research trial. It used standardized meditation training for K-12 teachers that
included weekly classes and a recommended 20-minute practice to be done in school and at
home. The practice included reciting mantras, watching the breath, and group practice. Teachers
were measured with pre-program and post-program surveys as well as follow-up monthly
measures of anxiety, burnout, and stress. Results showed improvements in both state and trait
anxiety, less emotional exhaustion, and reduced stress.
Another recent study focused on meditation combined with emotion regulation training
for female teachers (Kemeny et al., 2012). Self-reports were collected across three assessment
points: baseline, immediately after training, and five-months post-training. Training took place
over an eight-week period, in four all-day sessions and four evening sessions. Teachers in the
intervention group reported more positive traits and increased mindfulness; they showed
improved ability to recognize others’ emotions as well as greater sensitivity to compassion-
related words in a behavioral task (Kemeny et al., 2012).
Professional Development Programs for Teachers
Teachers and students in schools across the world manage significant stress as they teach
or complete the course work; create and mold new relations with their colleagues or peers; and
engage in their lives outside of the classroom. Mindfulness was introduced to public schools with
the intention to help reduce this stress and help both teachers and students do better academically
and psychologically (Davis, 2012). Several organizations have been created to help train both
teachers and students in how to incorporate mindfulness in the classroom to regulate emotions,
relieve stress, and increase student focus. The original teachings of mindfulness by Kabat-Zinn
THE POWER OF PRESENCE 42
(1982) have now become widespread, adapted to address the unique aspects of teaching and
training educators about mindfulness.
One of the largest organizations working to include mindfulness in American public
education is Mindful Schools (Davis, 2012), which provides mindfulness trainings and certificate
programs. According to Mindful Schools, it is essential that mindfulness does not include a
religious belief system and that it is carried out in an independent practice (Davis, 2012).
Another organization, Mind Up (www.MindUp.org), works to provide mindfulness tools
to students worldwide to help reduce stress. Mind Up grounds its work in neuroscience, drawing
from positive psychology and using mindful awareness as a catalyst for social emotional
learning. Mind Up is a program which provides a mindful curriculum and lesson plans to help
teachers incorporate mindful practices in K-8 classroom (Maloney, Lawlor, Schonert-Reichl, &
Whitehead, 2016).
The UCI Susan Samueli Center for Integrative Medicine offers an eight-week course on
Mindfulness-Based Stress Reduction (MBSR). The form of meditation used in MBSR classes is
a simple method using the breath as the focus. MBSR classes meet once a week for two hours.
After week six, there is an all-day retreat. In addition, participants are given 45 minutes of
"homework" each day that involves practicing the meditation technique and written assignments
(www.sscim.uci.edu/Education).
The UCLA Mindful Awareness Research Center offers Mindful Awareness Practices
(MAPs) to help educators and the general public understand basic principles of mindfulness,
develop a personal meditation practice, and apply the principles in their daily lives on an ongoing
basis (www.uclahealth.org/marc). The MAPs classes meet weekly for two hours a week for six
weeks. Participants complete daily home-practice meditation assignments starting at five minutes
THE POWER OF PRESENCE 43
and working up to 20 minutes daily by the end of the course. Participants also learn a variety of
mindfulness practices so that they can discover which practices are most useful to them.
The UC San Diego Center for Mindfulness is a multi-faceted program of professional
training, education, research and outreach intended to further the practice and integration of
mindfulness into all aspects of society. The course schedule consists of eight weekly MBSR
classes and one daylong class on a weekend health (www.ucsd.edu/specialties/mindfulness). The
courses provide guided instruction in mindfulness meditation practices; gentle stretching and
mindful yoga; and guided audio files and a workbook for home practice. The main goals of this
class is to articulate the key aspects of mindfulness as it relates to stress reduction, coping with
pain and illness, and enhancing well-being. The practice and application of mindfulness
techniques in both personal and professional settings is a means of contending more effectively
with the demands of life.
The Garrison Institute in Garrison, New York, has developed an intervention directed
towards supporting teacher social and emotional competence (SEC) and well-being as a means
of improving classroom climate and student academic and social–emotional outcomes (Jennings
et al., 2011). The Cultivating Awareness and Resilience in Education (CARE) professional
development program is designed to reduce stress and improve teachers’ performance and
classroom learning environments. The program blends academic instruction and the
neuroscience of emotion with related activities like group discussions and individual reflections
(Jennings et al., 2011). The program is an in-service professional development program and is
presented during the school year in a series of five-day sessions. The first four days are spread
out over four to five weeks with the fifth session offered several months later. Trainers provide
coaching to teachers by phone and email between sessions to help them practice and apply new
THE POWER OF PRESENCE 44
skills to their teaching. The CARE program is also offered to the public every summer in the
form of a five-day intensive retreat at the Garrison Institute (Jennings et al., 2011). Other mindful
professional development trainings have been conducted over the past several years.
Cooperative Learning Theory, known as Kagan Structures, posits that students learn best
when they can encourage and tutor each other, hold each other individually accountable,
participate relatively equally, and there is a great deal of active, interactive engagement.
Teachers, schools, and districts now use Kagan Structures (Kagan, 2000) to increase academic
achievement, improve ethnic relations, enhance self-esteem, create a more harmonious
classroom climate, reduce discipline problems, and develop students' social skills and character
virtues. Kagan Publishing & Professional Development offers workshops and products for a
number of topics relating to active student learning, including but not limited to cooperative
learning, brain-friendly instruction, multiple intelligences, differentiated instruction, and
classroom management (Kagan, 2009).
Resilience in K-12 Education
According to Higgins (1994), resilience is not a quality that is innate or fixed. Higgins
suggested, instead, it can be learned and acquired. The contribution of personal characteristics
and positive influences of society (in work and life) create the process of resilience building
(Gordon et al., 2000). Tait (2008) suggested that people with higher levels of resilience are able
to regulate their feelings, stresses, and challenges in their occupation with success. Regulating
emotions and managing stress are two of the hallmarks of mindfulness practices. In other words,
mindfulness builds resilience.
Teacher resilience can be influenced by numerous variables and can fluctuate depending
on a teacher’s personal and professional relationships, experiences, educational values, and the
THE POWER OF PRESENCE 45
specific socio-cultural and policy contexts of the workplace (Gu & Day, 2013). Castro, Kelly,
and Shih (2010) recognized that “self-protecting factors of resilience” could be built over a
teacher’s career lifetime. Patterson, Collins, and Abbott (2004) identified nine factors that they
linked to resilient educators: strong personal values; attending professional development
programs; having access to mentorship; ability to solve problems; a focus on student learning;
persistence in pursuing student success; colleague support; flexibility with teaching styles; and
knowing when to get involved. In myriad ways, these resilience factors are intertwined with and
strengthened by mindfulness practices.
Johnson (2004) and Palmer (2007) argued that resilience, strength, and conviction can
dissipate over time when there is no longer an experience of connection to the environment
(students, colleagues, and leadership). The flow of positive feedback from parents and students,
as well as leadership trust, have been cited as contributors for motivation and resilience for
teacher’s learning and development (Huberman, 1995). Bryk and Schneider (2002) found that
trusting relationships between teachers, leadership, and families was of vital importance to
building teachers’ overall sense of resilience. The qualities of school principals and the
contextually sensitive strategies which they implement over time were found to be key to
building and retaining the commitment, engagement, and collective loyalty of teachers (Gu &
Day, 2007). Schools utilizing structures and strategies for maintaining consistency was seen as a
key contributor to fostering teacher resilience (Gu & Day, 2007). Again, mindfulness provides a
foundation on which to establish and expand trust, motivation, and resilience by reducing
unproductive emotions and fostering improved interpersonal relationships.
According to Gu & Day (2007), “Building resilience in an organizational setting places a
great deal of importance on the effectiveness of the organizational context, structure and system,
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and on how the system functions as a whole to create a supportive environment for individuals'
professional learning and development.” Luthar and Brown (2007) argued that “the nature and
sustainability of resilience in teachers over the course of their professional lives is not a static or
innate state, but influenced, individually and in combination, by the strength of their vocational
selves, the commitment of those whom they meet as part of their daily work, and the quality of
leadership support within the school as well as their capacities to manage anticipated as well as
unanticipated personal events” (p. 941). The strength of a teacher’s “vocational self,” or a child’s
“learner self,” can be improved with meditation and other mindfulness practices.
Horne & Orr (1998) discussed the “seven Cs” to explain the attributes of resilient
organizations: community, competence, connections, commitment, communication,
coordination, and consideration. According to Stoll & Louis (2007), these characteristics are
supported by the research literature which shows that both students and teachers can experience
“enriched” relationships, “enhanced efficacy,” and increased classroom enjoyment. These
characteristics are all supported by mindfulness practices.
Theoretical Framework
Kirkpatrick’s Four-Level Evaluation Model of training evaluation was designed to
measure the reaction of participants to a particular training program, the learning that took place
during the training, the behavior influenced by the training, and the results that occurred due to
the training (Kirkpatrick, 1996). The Four-Level Evaluation Model attempts to understand the
learning that takes place, determine the knowledge acquired, assess the skills improved, and
determine the attitudes changed attributable to a specific training program. The goals of this
model are focused on finding out if the training attained behavior changes in the environment of
the trainee, as detailed in Figure A, below. The model is adapted from Kirkpatrick’s (2006)
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Hierarchy of Evaluation. Overall, the model measures if training resulted in improvements in
productivity, profits and/or quality (Kirkpatrick, 1996).
Figure A. Kirkpatrick’s Four Level Model.
Level 1 measures how the trainees react to the training, which is of importance because it
helps one understand how well the training was received by the participants. It also helps
improve the training for future participants, including identifying important areas or topics that
were missing from the initial training.
Level 2 measures what the participants have learned. This level asks the question, “How
much has their knowledge increased as a result of the training?” The importance of this measure
includes knowing how to improve for future trainings.
Level 3 evaluates how participants have altered their behavior. Specifically, it looks at
how participants apply the information to their real-world environment.
Level 4 measures the results of the training. This final level can be the most difficult and
time-consuming part of the evaluation.
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Although Kirkpatrick's Four-Level Training Evaluation Model is popular and widely-
used, there are a number of considerations that need to be taken into account when using the
model (Holton, 1996). One issue is that it can be time-consuming and expensive to use Level 3
and Level 4 of the model, making it impractical for many organizations and situations. The
model also assumes that each level's importance is greater than the previous level, and that all
levels are linked. For instance, it implies that reaction is less important, ultimately, than results,
and that reactions must be positive for learning to take place. In practice, this may not be the
case. Most importantly, organizations change in many ways, and behaviors and results change
depending on organizational change as well as on training. According to Holton (1996), many
would argue that Kirkpatrick's model is great for trying to evaluate training in a "scientific" way;
however, so many variables can change so quickly in fast-changing organizations that analysis at
Level 4 can be limited in usefulness.
Summary
Chapter Two presented a review of the research literature focused on mindfulness,
resilience, and stress reduction. Mindfulness, resilience, and stress reduction research studies fell
into two main categories: 1) the history and origins of the field and 2) experimental and
intervention-based research in the field of education and health.
Some studies defined mindfulness as a psychological state of awareness, the practices
that promote this awareness, a mode of processing information, and a character trait. According
to Walsh and Shapiro (2006), there are several practices that can cultivate mindfulness, but most
research literature focused on mindfulness meditation, such as self-regulation practices, that
foster general mental well-being in regards to calmness, clarity and concentration.
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While much of the literature discussed the meaning and uses of mindfulness, some
studies revealed the effectiveness of mindfulness practices in building resilience and reducing
stress in educational environments. Researchers theorized that mindfulness meditation promotes
metacognitive awareness; decreases stress and anxiety; increases empathy and compassion; and
enhances attentional capacities through gains in working memory (Davis & Hayes, 2011). These
cognitive gains, in turn, contribute to effective emotion-regulation strategies.
Research related to mindfulness, resilience, and stress reduction in professional
development were limited. Studies often highlighted the use of mindfulness, resilience, and the
benefit for teachers and students. However, there remains a gap in the literature when focusing
specifically on mindfulness professional development for teachers and how these trainings
impact teachers’ perceptions and understanding of the material (Gouda, Luong, Schmidt, &
Bauer, 2016).
In order to properly collect data, the Kirkpatrick’s (1996) Four-Level Evaluation Model
was chosen as the theoretical model for the research study. The four levels of the model measure
reaction, learning, behavior, and results.
Childhood stress is a precursor to stress as adults because we carry the patterns we learn
as children into adulthood. Incorporating tools for stress reduction and resilience is essential to
emotional regulation and needs to be an integral part of effective education for teachers and their
students.
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Chapter Three: Methodology
There have been several studies focused on the application of mindfulness in education
with respect to emotional self-regulation that builds resilience and adaptive interpersonal
capabilities (Bhatia, Kuman, Kumar, Pandey, & Kochupillai, 2003; Davidson & Kabat-Zinn,
2004; Dreyfus, 2011). However, there has been little research on the impact of personal and
professional development trainings on educators and their perceptions, values, and subsequent
impact on classroom climate. Beauchemin et al. (2008) highlighted the need for additional
research to explore the impact of mindfulness in the classroom, the duration of the effect, and
related academic outcomes. Consequently, this study explored the benefits of mindfulness
practices among TK through 12th grade teachers as well as their perceptions, values and
experiences.
Chapter Three outlines the overall research design, selection criteria, data collection
methods, data analysis methods, and the potential threats to validity associated with this study.
The gaps in the literature, presented in the previous chapter, were taken into consideration as the
specific research methods were selected in order to address the research questions driving this
dissertation study.
Research Questions
The purpose of this study is to establish how a mindfulness curriculum that exhibits
mindful attitudes and behaviors, impacts the teacher’s ability to accept and utilize the mindful
practices in the classroom. The following research questions guide this study:
1. What were the teachers’ perceptions of the MPD training for professional and
personal development?
2. What practices learned through the MPD training did teachers value?
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3. Did teachers view the MPD training as supportive of their abilities to apply
mindful and resilient practices in the classroom?
Appendix A provides a matrix that lays out the alignment between the theoretical framework, the
research questions, and the data collection methods.
Research Design and Methodology
The current research design was framed around these research questions and based on
findings from previously conducted research revealed in the literature. The foundation of this
study was aimed at understanding how the application of stress reducing, mindfulness practices
in a classroom setting create a significant positive impact on a teacher’s classroom stress; the
anticipated impact included but was not limited to self-regulation and self-monitoring, which
have been shown to positively impact students’ academic performance. The lens used to analyze
this study and the three research questions was Kirkpatrick’s (1996) Learning Evaluation study.
The Rationale for a Qualitative Methodology
Qualitative methodology is a form of inquiry that analyzes information conveyed through
language and behavior in natural settings. It is used to capture expressive information not
conveyed in quantitative data about beliefs, values, feelings, and motivations that underlie
behaviors. Qualitative methodology was the most appropriate form of inquiry for this research
study because it focused on understanding how mindfulness practices impact teachers, not
simply whether the presence or absence of them caused student achievement to go up or down.
Observations provided overall insight and knowledge into which mindfulness practices
were being taught, how teachers perceived and received these trainings, and how implementation
of these mindfulness activities were carried out in the classroom. Secondary data including
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implementation logs and review of minutes provided insight into teachers’ values, experience,
and feedback.
In this study, interviews were conducted to understand teachers’ and program
administrators’ perceptions of mindfulness, stress reduction, and resilience. Interviews provided
specific insight into program administrators’ perceptions and reasoning behind creating the
program under study and, specifically, what they observed over the past few years of running the
mindfulness program.
Rationale for a Case Study Approach
There are six types of qualitative research: phenomenological, ethnographic, grounded
theory, case study, historical, and narrative. Case studies are a specific design of inquiry where
the researcher develops an in-depth analysis of a case or individuals (Creswell, 2002). Cases are
bounded by time and activity, and researchers collect data using a variety of research and data
collection methods. Yin (2018) asserted that case study methodology is appropriate when
investigating a phenomenon in-depth within its real-life context, particularly when the
phenomenon is not easily separated from its context. The overall goal of case study research is to
analyze a specific context and process, which provides insights into the specific theoretical issues
studied (Cassell & Symon, 2004). Finally, Cassell and Symon (2004) asserted that a case study is
a specific research strategy in which context is specifically included in the design. A case study
approach was clearly the appropriate methodology given the goals of the current research project
and the research questions it explored.
There are five kinds of case studies: explanatory, exploratory, collective, intrinsic, and
instrumental. This research study utilizes the instrumental case study methodology. According to
Mills, Durepos, and Wiebe (2010), in instrumental case study research, the actual case itself is
THE POWER OF PRESENCE 53
secondary to understanding a particular phenomenon. An instrumental case provides a rich
description of a particular, carefully selected site, individual, or group. Oftentimes, purposeful
sampling occurs before selection of the case to ensure that each case in the study yields robust
findings related to the research questions (Mills et al., 2010). This study utilized instrumental
case study research because further insights into perspectives and decision-making of teachers
receiving mindfulness professional development were examined. While the teachers were
important to the study and critical to its success, the perceptions around and impact of
mindfulness training was the phenomenon of interest.
Participant Identification and Selection
This study utilized interviews with program administrators and observations of the
mindfulness trainings to explore the ways in which stress reduction, resilience, and mindfulness
practices were integrated into the classroom as well as teachers’ perceptions of these activities on
themselves and their students. The hope was that by identifying relationships between stress
reduction, mindfulness, resilience, and positive effects on academic performance, more
educators, administrators, and policy makers will embrace and implement a mindful methods
approach to education.
Selection of the Mindfulness Training Program
The aim of the Mindfulness Professional Development (MPD) program was to develop
the capacity of classroom teachers to integrate stress management, self-management, and self-
regulation strategies daily within their classroom to support their students’ well-being, academic
performance, and social-emotional growth. The program was robust, making it an ideal program
to use for the current research study, given its goals and research questions. The research took
place during the Fall 2018 cohort trainings.
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The MPD program promotes an embodiment approach, preparing teachers to be healthy
role models of stress management for their students. Teachers learn how to integrate short,
frequent stress reduction and mindful attention exercises within their daily classroom
management routines. The training goals of the MPD program were to provide knowledge and
skills for both teachers and students to develop mind-body health and wellness. This was
achieved through stress management, resiliency promotion, and mindful awareness practice.
Another goal of the MPD program was to educate teachers to analytically observe student
behaviors as they learned and practiced these new skills.
The MPD program components included a 26.5-hour after-school training program that
took place over eight weeks, with documented teaching 30 minutes every week. Classroom
observations were also conducted by program staff, followed by reflective conversations
regarding the process and implementation of mindfulness. The program included an all-day
mindfulness retreat to help teachers experience and deeply understand the meaning of
mindfulness and creating a safe, empathetic environment in the classroom. At the end of the
eight weeks, teachers demonstrated teaching the stress reduction skills to their students for a
school colleague or administrator to observe and provide feedback. Teacher participants in the
MPD program were offered a stipend and a certificate of completion at the end of the eight-week
training.
The content of the training included adult and youth stress physiology, signs and
symptoms of stress, the impact of stress on adult and youth performance, behavior, relationships,
and learning. Training included the neuroscience of stress and resilience as well as risk and
protective factors of stress and test anxiety. A large component of the training addressed
effective teaching of stress-coping skills using a toolkit approach. This approach encouraged
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teachers to select the practices that would best suit their own students, considering their age,
cultural sensitivities, classroom circumstances, social-emotional needs, and interests. The
participants were trained to teach a variety of stress reduction and mindfulness strategies
including controlled, diaphragmatic breathing; progressive muscle relaxation; imagery; gratitude;
and mindful awareness. The training also addressed classroom management practices that could
be implemented to reduce youth stress and create a calmer environment beneficial for students’
academic and personal success in school.
Selection of Participants
In this dissertation, participants were selected using what Maxwell (2013) calls
purposeful maximal sampling. Purposeful maximal sampling involves selecting participants who
not only represent the setting but, also, capture the diversity of experience that exists within the
group (Maxwell, 2013).
The sample population was selected according to criterion sampling protocol as stated by
Creswell (2002). For this dissertation study, three specific criteria were required of participants.
The first criterion was that all teachers in the MPD program work for a single, specific school
district. The second criterion was that all teachers were implementing a mindfulness curriculum.
The third criterion was that teachers were receiving training in the Mindfulness Professional
Development (MPD) program.
The “Atlas” Department of Education (a pseudonym) fit the organizational requirements
for the current research study because the MPD was offered to all of its teachers, providing a
robust population for purposeful maximal sampling. Additionally, the principle researcher had
easy access to this district and the permissions necessary to conduct research there. The Atlas
Department of Education required all participants to take pre-training and post-training surveys,
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participate in interviews, and allow classroom observations; they also were also required to
attend all after school training classes and the one-day mindfulness retreat.
All three program administrators were included as participants in the current research
study to provide the researcher with an in-depth understanding of the program and its
development. Although the program administered pre-training and post-training surveys and
classroom observations, this component of research was not included in this study. This study
utilized pseudonyms for all participants, programs, and organization titles.
Ethical Considerations
In the course of engaging in research, it was important to be mindful of various ethical
considerations designed to ensure the safe, informed, and confidential involvement of research
participants (Fink, 2013; Glesne, 2010; Merriam & Tisdell, 2016). A key component of ensuring
the ethical treatment of participants was submitting the research study for approval to the
University of Southern California Institutional Review Board (IRB) for their review and
approval (Merriam & Tisdell, 2016; Rubin & Rubin, 2005). In reviewing this study, the IRB
certified and validated that the various aspects of data collection conformed to the generally
accepted standards and procedures for ensuring fair and ethical treatment of participants
(Merriam & Tisdell, 2016). (See Appendix B).
In order to maintain research ethics, cautionary steps were taken such as using
pseudonyms for all participants and not using names during observations of the MPD program.
The process of contacting all participants involved speaking with the director of the MPD
program, who introduced the researcher to each participant. The researcher had no connection
with the Atlas Department of Education and did not have previous relationships with the three
administrators who were interviewed.
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All participants were made aware of the study’s purpose and the processes for obtaining
data. All communication was conducted via email and telephone with all participants prior to
meeting them in person. Participants were provided an informed consent form before starting an
interview or observation (see Appendix C). All participants were notified that their names would
be changed to pseudonyms. They were informed of their right to stop answering questions at any
time (Rubin & Rubin, 2005, p. 86). All the participants have the opportunity to read the research
study after its conclusion and were given an update of the study.
Data Collection Approach
Three different types of data collection were used in this qualitative methods study.
Primary data collection for this dissertation included interviews with the program administrators
to understand the curriculum and intent of the program. Research methods also included
observations of teachers in the MPDP trainings each week, for eight weeks. Finally, review of
secondary (archived) data included teacher minutes and implementation logs, with the goal of
triangulating data with regard to the process and perceptions of the program.
The Role of Researcher
The activities of a qualitative researcher include inquiry at a deeper level of conversation,
asking probing questions, and deep listening. A qualitative researcher must be an objective
viewer and seek to construct an image using ideas and theories from a range of sources (Punch,
1988). For the purposes of this study, the qualitative researcher utilized a research journal as a
means to organize observation notes, personal reactions and reflections, interview insights, and
further questions throughout the research process. No participant had any relationship with the
researcher that may have imparted bias on the research study.
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Document Analysis
Document analysis was utilized as secondary data in this study. Bowen (2009) asserted
that document analysis is used to examine and interpret the meaning of, gain understanding of,
and develop empirical knowledge of written and/or electronic materials. These documents
provided additional information outside of interviews because they contained specific words and
images that were recorded and distributed without interference from the researcher (Bowen,
2009). The secondary data reviewed in this dissertation included teacher minutes taken after each
MPD training and implementation logs, which were used to track which exercises teachers had
used with students in the classroom and why they selected those specific exercises (see Appendix
D and Appendix E).
Observations
Observations were selected as another data collection method for this dissertation.
Maxwell (2013) asserted that observations allow a researcher to participate in the environment
and understand firsthand the context being studied. Observations involve studying the
spontaneous behavior of participants in natural surroundings. The researcher simply records what
s/he sees. Observations allow for greater ecological validity by allowing for triangulation of the
flow of observed behavior with document review and interview data.. For this dissertation,
observations were done in one setting, the MPD program, where teachers received mindfulness
training and implementing what they have learned. The data collection approach anticipated 19
hours of observation out of a possible 26.5 hours of program training. Appendix F documents the
MPD Observation Protocol.
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Interviews
Patton (2002) asserted that interviews allow the researcher to find out things from the
participants that cannot be directly observed. They allow the researcher to enter into another
person’s perspective. Additionally, Rubin and Rubin (2005) believed that interviews allow the
researcher to understand experiences and reconstruct events that they were not a part of. Rubin
and Rubin (2005) added that interviews are especially valuable in describing both social and
political processes.
Interviews were selected as the primary data collection tool for this dissertation study.
Phone and in-person interviews of no more than an hour were used to understand the
administrators’ perceptions of how the MPD trainings were helping teachers understand and
implement the mindfulness and resilient techniques in their classrooms. Appendix G documents
the administrator interview protocol.
Assumptions underlying the interviews. Assumptions are unexamined beliefs about
what we think and how we perceive. In the context of qualitative academic research, where
inferences and conclusions are drawn from observations and perceptions, it is important that
assumptions be critically evaluated and made transparent. This dissertation study was based on
the following assumptions:
• Participants had sufficient understanding of all interview questions.
• The participants provided honest responses to all interview questions.
• The interview instrument selected for this research study accurately measured the
attitudes and behaviors aligned to the variables in this study.
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Data Analysis
Following the recommendations of Maxwell (2013), the approach taken to analyze the
interview and observation data focused on the interrelated aspects of the settings, people, and
interview/observation notes taken in the field. Stake (1995) described qualitative analysis as a
reflective process that begins at the beginning of data collection, not something that starts once
data collection is complete. Analysis was an ongoing process in this research, including
reflections during and after both interviews and observations.
Initial Coding of Data
Merriam and Tisdell (2016) defined data analysis as the “classification and interpretation
of linguistic or visual material to make statements about implicit and explicit dimensions and
structures of meaning” (p. 195). This means that analysis is the process of making meaning of
the data. In order to effectively analyze data, systems of organization must be established. One
such system involves coding. Coding is the process of assigning words or short phrases to
language or visual data that “symbolically assigns a summative, salient essence” (Merriam &
Tisdell, 2016, p. 195). Additionally, Harding (2013) asserted that codes draw attention to
commonalities in the data. Coding was utilized in this study in order to analyze observation
notes, interview notes, implementation logs, and minute reviews collected during this
dissertation. Interviews were recorded for the sole purpose of transcribing the conversation, and
then uploaded to the online data analysis software, Atlas.ti.
Additionally, Harding (2013) found that coding involves summarizing, selecting, and
interpreting collected data. This approach was utilized to inform the selection of key words and
short phrases that were used as empirical codes. This type of coding involves reading through the
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data and assigning codes as points of importance and commonality are identified (Harding,
2013). Appendix H documents the initial codes.
Identifying Pattern Codes and Themes
After the initial codes were established, the list was synthesized and patterns were
identified. This process is known as pattern coding, or what Miles, Huberman, and Saldana
(2014) called the second cycle method. Pattern coding involves grouping words or short phrases
into a smaller number of categories, themes, or constructs (Miles et al., 2014). All the created
codes were identified during the pattern coding process and concepts for specific themes were
considered throughout the coding and grouping process. In order to develop ideas and collect
insights in real time, logs were drafted and used to support the development of themes and
descriptive categories of data (Maxwell, 2013).
Pattern codes were then utilized to construct assertions and propositions that are detailed
in the findings section of this dissertation study. Miles et al. (2014) define an assertion as a
“declarative statement of summative synthesis” (p. 99). Assertions should be supported by
confirming (triangulating) evidence from the data collected. Propositions are statements that put
forth a conditional event, showing cause and effect and making connections between the data
and the assertions (Miles et al., 2014).
Credibility and Trustworthiness
In order to ensure credibility and trustworthiness of the findings, the following aspects of
research were established: credibility, transferability, confirmability, and dependability (Maxwell
2013). In accordance with research requirements, triangulation was utilized to ensure that the
study’s findings were credible. The most critical question in triangulation is, “How do we know
that the findings are true and accurate?” In the current research study, the research strived to
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ensure that the data from document review, observations, and interviews were consistent and
aligned with each other. Discrepancies received close attention to explore misalignment.
Another aspect of credibility and trustworthiness is confirmability. This study was solely
based on participant’s responses; every effort was made to minimize the potential impact of the
researcher’s biases or personal motives (Maxwell, 2013). Confirmability was implemented by
transcribing a recorded interview with one of the interviewees.
Finally, dependability will allow other researchers to replicate this study (transferability)
and be consistent with this study’s findings. The solution is focusing on ensuring research can be
applied to similar contexts, settings, and populations. By providing a detailed description of the
study, the research study’s findings can be applicable to other situations.
Summary
There have been little research focused on the application of mindfulness in education
with respect to its impact on classroom climate. Therefore, this research study explored the
benefits of mindfulness practices among TK through 12th grade teachers as well as their
perceptions, values and experiences.
The research used a qualitative, case study methodology. It followed all best practices
with regard to human subjects research and received all appropriate approvals. Participants were
administrators and teachers purposefully sampled from participants in the Mindfulness
Professional Development (MPD) program offered by the Atlas Department of Education.
Data collection included document analysis, observations, and interviews with
administrators. Data was coded and grouped into themes using best practices. Data was
triangulated for credibility and trustworthiness. Findings of the research are described in Chapter
Four.
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Chapter Four: Results
Chapter Four presents findings from an examination of qualitative interviews, program
observations, and document analysis of teacher reviews and implementation logs. The purpose of
the study was to establish how a mindfulness curriculum that supported mindful attitudes and
behaviors impacted teachers’ abilities to accept and utilize mindful practices in their personal
lives and their classrooms. The following three research questions guided this study:
1. What are the teachers’ perceptions of this personal and professional development
training?
2. What practices learned through the training do TK-12 grade school teachers’ value?
3. How do teachers view this training to be supportive of their abilities to apply mindful and
resilient practices in the classroom?
The results presented in this chapter provide insights into the perceptions of teachers
participating in the Mindfulness Professional Development (MPD) program regarding their
experiences, assessments of value of the program, and understanding of mindfulness practices.
Analysis of these findings was framed by Kirkpatrick’s (1996) Four Level Evaluation Theory.
Description of Interview Participants
Utilizing the Atlas Department of Education network, the principal researcher
interviewed the primary program developer and two program administrators who helped
facilitate the program. To maintain confidentiality, all participants were given pseudonyms
known only to the principal investigator. The interview protocol is provided in Appendix G.
The program director, Dr. Van, and two program administrators, Dr. Green and Dr.
Helm, agreed to participate in interviews as part of this dissertation study. Table 1 below
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provides profiles of the three interview participants included in this study. The profile includes
demographic data and information related to their current role in the program.
Table 1
Profile of Interview Participants
Participant Demographics Background/Context
Dr. Van Gender: Female
Position Type: Program Director
Years involved: 5
Dr. Green Gender: Male
Position Type: Program Administrator
Years Involved: 3
Dr. Helm Gender: Female
Position Type: Program Administrator
Years Involved: 3
Dr. Van began her career in public school education. She had experience in educational
publishing, served as a university professor, and worked on bullying prevention. At the time of
this research, Dr. Van worked as the MPD Program Director in the Atlas Department of
Education. Her focus was on integrating student mental health and social-emotional learning
within the school system of student support. Dr. Van earned a doctorate degree in education from
Claremont Graduate University.
Dr. Green began his career as a school psychologist, working with the county office of
education. He also had experience as a private practice psychologist and had described himself
as always having been interested in mindfulness. Dr. Green met Dr. Van at the county office and
had been a part of the MPD program since the pilot program.
Dr. Helm has been actively involved with student mental health and education throughout
her career. Dr. Helm started as a special educator and taught for several years. She then served as
an educational administrator. Dr. Helm had also worked at California Lutheran University in the
education department as an administrator where she was responsible for student wellness. Dr.
Helm had also been a part of the MPD program since its pilot year. Both Dr. Green and Dr. Helm
THE POWER OF PRESENCE 65
were responsible for guiding community circles in the weekly trainings, conducting classroom
observations, and providing guidance for teachers implementing mindfulness practices in the
classroom.
Description of Observations
Table 2, below, details the type of observations made. Appendix F provides the MPD
observation protocol. Observations and document review were key to the triangulation process
that ensured credibility and trustworthiness.
The researcher actively participated in the trainings and made notes of observations
during breaks and immediately following completion of each training. Participants were aware of
the researcher’s presence and of the purpose study. There was no cataloging of any names of
participants, students, or schools; rather, notes focused on the conversations, the experience of
the trainings, and the content of the trainings. This was consistent with the research design’s
instrumental case study approach, where the case studies themselves (i.e. teachers) were
secondary in importance to the understanding of the phenomenon in which the case studies
participated (i.e. mindfulness training). The group included 40 teacher participants at the
beginning of the MPD program and attendance varied throughout the weekly trainings.
Description of Document Review
Finally, the minute reviews and implementation logs were as part of the triangulation
process. Teachers were asked to implement at least 30 minutes of weekly mindfulness practices
into their classroom instruction. After each practice session, teachers were instructed to record
which exercise they implemented in the classroom and the duration in an implementation log
(see Appendix E). The top ten exercises represent all grade levels (see Table 3, below).
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Table 2
Observations
Date & Time Session # and Topic Length
October 8, 2018
4:00 – 6:30 pm
#1 Training & Orientation
2.5 hours
October 15, 2018
4:00 pm – 6:30 pm
#2 Training & Self-Care and Stress
Management
2.5 hours
October 22, 2018
4:00 – 6:30 pm
# 3 Training & Resilience Plan for Self
2.5 hours
October 27, 2018
8:00 – 3:30 pm
Mindfulness Retreat
6.5 hours
October 29, 2018
4:00 – 6:30 pm
#4 Training Cultivating Stress Management
& Self-Regulation in Students
2.5 hours
November 26, 2018
4:00 – 6:30 pm
#7 Training Next Steps for Implementation/
Debrief Experience
2.5 hours
Teachers were also asked to complete minute reviews at the conclusion of each training
session (see Appendix D). The minute reviews comprised four consistent questions each week.
The first question on the review (“Please identify your knowledge level prior to receiving this
session.”) revealed that most teachers had little knowledge of the content, while even fewer had
some knowledge of the content. Only a small number of teachers had no knowledge of the
content. The rest of the review asked open ended questions pertaining to the teachers’ values,
perceptions and feedback regarding that week’s content.
Research Findings
In response to the first research question, three key findings emerged that explained
teachers’ perceptions of the personal and professional development training. First, when
reflecting on their experience, teachers expressed their gratitude for being involved in a training
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that helped them and their students to succeed. Second, teachers detailed the community-building
they had experienced while in the program and the feelings of belonging it created. And, finally,
teachers discussed the challenges they encountered when taking the time to be mindful.
Table 3
Top Ten Mindfulness Practices
# Mindfulness Practice
1 Test Taking Visualization
2 Mindful Walking
3 Listen to Chime
4 Guided Imagery
5 Mindfully Eating
6 Paying Attention (Mindfulness)
7 Body Scan
8 Relaxing Your Muscles
9 Three-Part Breath
10 Seven Breaths
Teacher responses revealed two key findings with regard to the second research question,
related to the practices learned in the training and what teachers valued from the experience.
First, teachers indicated that they valued the community circles and being able to practice
mindfulness techniques in real time. Second, teachers valued their feedback being taken into
consideration, with the program administrator creating norms and addressing feedback before
each training session.
The results for the third research question highlighted two findings about how teachers
viewed the training to be supportive of their abilities in mindfulness and resilience. First,
teachers described the toolkit approach of the program to be helpful in guiding implementation
of practices in their classrooms. Second, they mentioned the organization of materials and the
program itself as helping make them comfortable with trying mindfulness in their personal lives
and as an extension to instruction in their classrooms.
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The following three sections detail the findings from the qualitative interviews,
observations, and document analysis included in this dissertation study. Findings are explored by
theme and category generated from the codes formulated throughout the analysis process and
based on the Kirkpatrick’s (1996) Four Level Evaluation Model.
Theme 1: Curriculum Excellence
The first research question asked, “What are the teachers’ perceptions of this personal
and professional development training?” Dr. Van, the program developer, utilized a toolkit
approach, which she believed distinguished the MPD program from traditional professional
development. Teachers expressed consistent enthusiasm for the MPD training, evidenced
through observations and document review.
During the course of the observation process, teachers emphasized their appreciation for
the organization, structure, and flow of the MPD program overall. They appeared to value the
toolkit approach, research, and sense of community that were provided during the weekly
meetings and highlighted by the program’s curriculum. Teachers were also observed to express
gratitude for the minute reviews, where they had the opportunity to provide feedback on each
training session in real-time.
During the interview with Dr. Van, the program developer, she talked about her approach
to creating and building this training. The toolkit approach was what Dr. Van highlighted as
setting the program apart from other personal and professional development programs.
It's a toolkit strategy approach, where teachers are trained to assess the mental states of
their students, which they're experts at most of the time anyway. . . when is a good time
to implement and insert short, frequent practices throughout the day as part of their
classroom management practices?
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Dr. Van went on to outline her reasoning behind creating the toolkit approach and the needs each
individual teacher has:
The program serves as an introduction to a variety of practices the teachers can use and
get proficient at. I encourage them to go deeper and study more, if they want to, both for
their own professional personal development of mindfulness, but also for the whole
process of teaching the strategies and widening their repertoire. So, I've developed some
information about how to get started, how to open, how to close a session, etcetera. Some
teachers can take a few ideas and run with it. Others need a lot more direction.
Teacher reactions. Teachers described the role of the organization and atmosphere of
the program to be helpful in their acceptance and understanding of what was being taught. For
example, one teacher mentioned that they “love that it is very organized, yet, in a relaxed way. I
value that you valued our time by staying and ending on time.” Another teacher added that “our
time was well spent, and I like the general flow of the class.” One teacher appreciated being
present in the moment, “taking our time with everything and not feeling rushed like usual.”
Many of the minute reviews revealed teachers taking the time to express gratitude for receiving
guidelines on how to implement the practices for themselves and with students. These reflections
and responses quotes from teachers are examples of Kirkpatrick’s (1996) Level 1 (Reaction),
which measures participants reactions to a training. The teachers expressed satisfaction with the
training and had positive responses to what they experienced.
The program provided a Mindful and Resilient program binder which included a
syllabus, worksheets, and research studies that outlined the program and helped guide the weekly
trainings. There were also PowerPoint slides from each training session provided beforehand so
teachers would have an easier time following the lesson and be able to refer back to the learning
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at a later time. During sessions, participants would break out into table groups and review the
assigned readings.
Teachers found the organized materials and class time to be beneficial in enhancing their
experience of the program. Minute reviews revealed that the overall consensus was that teachers
appreciated having content that related to what they were learning; they valued group practice
relating the readings to their personal lives and their work in the classroom. Many of the teachers
appreciated having readings that related to teachers who had gone through similar experiences of
frustration and found mindfulness to benefit their time teaching. For example, one teacher
shared:
This article from today’s session really put things into perspective, since I have been
feeling lost with my kids and so did this teacher. It is great to read about someone else
who has gotten through those feelings and come out on the other side. It’s motivating for
sure.
This suggests that the trainings created a safe and organized atmosphere that impacted the
participant’s perception of the program and, ultimately, the participants understanding of the
content.
Throughout the program, teachers were asked to provide weekly feedback on trainings
and in minute reviews. Over the course of the observations of the trainings, the researcher
noticed an increase in hope among the teachers. More teachers were willing to share their
experiences and feelings towards the practices and their struggles in the classroom or in their
personal lives. The researcher noticed more smiles and kinder faces at the last training. During
the last community circle one teacher smiled and said, “I can’t wait to continue using these
practices with my students.” Another teacher shared, “I always feel good here.”
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Impact on teachers and students. In an interview, Dr. Van shared some stories she
heard from her participants from earlier trainings. Teachers reported improving their health,
adopting a regular mindfulness practice, and implementing this new change in their classrooms.
“I have had teachers tell me this training has been life changing. I've had teachers tell me that
they've lost weight on this program, that they've taken better care of themselves.”
Dr. Van also presented research during the trainings that highlighted teacher calmness
and how it can affect students. She reviewed studies on learning, and how learning occurred in
times of calm and alert states of mind. Dr. Van shared a story of how students gave feedback
sooner than expected. She recalled a high school teacher describing how one of her students
came to her saying, "Thank you for bringing this into our class. You know, I was thinking of
harming myself, hurting myself. But, that practice made me stop, pause, and, instead, I'm going
to go talk to my mom.”
During an observation, early on in the trainings, a teacher shared her student’s reaction to
an unexpected fire drill. The students were feeling anxious from the unexpected alarm and lining
up outside their classroom. One of her students raised his hand and asked if he could do their
breathing exercises to help calm everyone, which was accepted quickly by popular vote from the
other students standing in line. The teacher went on to explain how surprised she was at how fast
the students caught on to the practices and enjoyed them. Dr. Van encouraged teachers to keep at
their practices to ensure that a comfort with mindfulness developed. These examples reveal that
when mindfulness practices were implemented in the teachers’ personal lives, they were often
implemented into the classroom, affecting students in positive ways.
Managing challenge and discomfort. There was a wealth of feedback provided by the
minute reviews, observations, and administrator interviews. The feelings of gratitude, hope, and
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a sense of purpose were shared throughout the trainings. But, there were also challenges and
discomforts associated with the practice of mindfulness. Dr. Van discussed these discomforts
during our interview:
As they become more mindful, and more present in the work that they do, and
understanding their own emotions, that can bring up discomfort. Because if you've been
operating on ignoring things that are not comfortable, and pushing through no matter
what the consequences are, now you know, once you ask someone to sit with their
sadness, to sit with their fear, to sit with their discomfort over a present situation. . .not
attached to it, not push it away.
During a community circle in Week 5 of the trainings, a teacher shared that there was “too much
time spent on ourselves.” This can be attributed to the idea that teachers are there to help their
students with their trauma, so the focus should be on the students. Dr. Van also mentioned the
challenge of persevering through challenges you are not completely sure of yourself:
Some of the challenge is the teaching skill, the ability to shift to an invitational mode of
teaching. This is not a didactic; you will do deep diaphragmatic breathing. You know,
we're not teaching long division here. That has been a shift for some teachers, been
difficult for them.
This quote reveals that while the training outlines what needs to be practiced and how to
implement it into daily life, it can be difficult to change habits of teaching a certain way.
The mindfulness practices and resilience are is different from most programs and requires
practice, patients, and commitment. During an interview with Dr. Green, one of the program
administrators, he mentioned time being one of the biggest challenges for teachers. He noted,
“The biggest challenge is for them to find time to do it. Even if it's three minutes, three times a
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day. You're implementing something you're not just necessarily familiar with. There, of course,
are teachers that have been doing practices that parallel or are similar and they maybe have a
quicker level of comfort.” The data shows that once teachers go through the adjustment period of
focusing on the present moment and making time to become aware of their feelings, they are
able to successfully maintain their mindfulness practices in their personal and professional lives.
Importance of community. Over the eight-week trainings a sense of safety and
community was built among the participants. During the first week of training, teachers were
clearly distraught, anxious, and felt alone with their struggles. The researcher observed several
teachers share how their students were coming to class with more trauma each year and that they
spent more time trying to soothe students. This made it harder to get to their lesson plans. For
example, a third-grade teacher shared how she spent a lot of her time trying to take care of a
student who refused to pay attention and constantly distracted his classmates. She seemed
physically upset and emotionally exhausted, sharing, “I feel at a loss for what to do because I just
cannot move on with the day because he requires too much attention.” There was a sense of
helplessness among most teachers during the first community circle. Over time, this feeling
began to change to hope as the reflection and sharing in the community circle shifted. For
example, during the second training, in community circle, a teacher shared that “hearing the
struggles and challenges from other classrooms and personal educators gives me validation that I
am not the only one feeling the pressures of life.” This exemplifies that teachers were struggling
to cope with the social-emotional demands of their students.
Another teacher expressed that “the community circle was enlightening. I was amazed at
how these problems are across age, school, and education levels.” Many other teachers expressed
in minute reviews how they valued hearing the honesty and support for one another. There was
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also an appreciation for compassion in the room. Some of the teachers valued feeling safer and
more at ease with themselves and each other. Dr. Van shared her thoughts around community
circles and why they were so important to everyone’s success, “We know that when you're
collegial about learning, that you support one another. You troubleshoot. You help each other.
You encourage each other.” Dr. Van also shared how teachers communicate in the circle, how
getting encouragement from previous program participants had a positive effect on them.
“They're encouraging their colleagues to join the training. And, so, we hear from them that it's
one of the best trainings that they've had, or really beneficial training.” This shows that teachers
needed a support group to help them share ideas, struggles, and empower each other with words
of encouragement.
Theme 2: Mindfulness Practice Implementation in the Classroom
In addition to the importance of curriculum excellences, teachers also detailed their
experiences with implementing mindfulness practices in their personal and professional lives.
Most teachers expressed their excitement for practicing new stress reduction methods; others
described the shift in their assumptions and mindsets about mindfulness. Many of the
participants reflected on their journey to this program, their gratitude for being able to
participate, and the opportunity to instigate change not only for themselves but for their students.
As outlined in Table 3, above, the most popular exercises were those that involved some
kind of movement or breath. Out of thirty-four exercises, ten were repeatedly the most practiced
across all grade levels. Test-taking visualization, mindful walking, and listening to chimes were
the three most used and practiced exercises during the training program. Teachers expressed
value in breathing exercises and small group discussions in their classrooms. High school
teachers valued the social-emotional wellbeing discussions and taking time to reflect among
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small groups. A kindergarten teacher shared, “I really liked the hand on the heart technique, and
I think my students would, too.”
Mindfulness retreat. In the middle of the program, teachers were asked to attend an
eight-hour Saturday mindfulness retreat held at an arboretum and lead by a mindfulness
instructor. During this retreat, the mindfulness instructor had everyone practice several different
mindfulness techniques including: mindful walking, mindful eating, deep breathing, laying in
silence, light stretching, and humming. Some of the exercises practiced at the retreat were also
the most practiced exercises among teachers in their own classrooms, according to the
implementation logs. The researcher observed and participated in the retreat; she noticed that
everyone in attendance was very willing to be present in the moment and followed the guidelines
of spending time with themselves.
During the community circle held during the retreat, one teacher started by sharing that
she had never taken the time to spend a weekend on herself, not doing things for her students or
family. Another teacher shared that she felt guilty for spending time on herself; she felt that she
should be doing the laundry or grading papers in her free time. These teachers’ responses elicited
a response from the rest of the group that seemed to validate these feelings about taking time to
be with themselves. Towards the end of the retreat, the mood and energy of the group was much
more relaxed; the teachers seemed to turn inward, making less conversation with one another.
The Saturday retreat appeared to be a pivot point where teachers became more accepting of the
mindfulness practices and gain greater understanding of what mindfulness practice entails.
During another community circle, two teachers who shared a class told the story of their
students sharing how they felt that morning. When a student said she was sad, the other students
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wanted to help make her feel better; the focus for their practice moved to helping her feel “more
like sunshine” (as term used by the students).
As modeled in the trainings, community building can be beneficial for helping to
encourage and support one others, not just teachers supporting teachers or teachers supporting
students but students supporting each other. Another middle school teacher shared during a
breakout circle that their community had just suffered the loss of a student due to gang violence.
Some of her students had been in the area of the incident; they came to school the next day and
did not show much emotion toward what had occurred. The teacher went on to explain that she
thought they were handling it well, but then realized that she herself had difficulty dealing with
what happened. She did not even know the student, but she thought to dig deeper and try to
understand her students by looking for body language and their focus in the classroom. She then
tearfully shared with the group that her students were indeed affected by the events; during their
mindfulness exercise of deep breathing and sitting in silence, they began showing signs of
discomfort and anguish. She was appreciative to have been in the program so that she could take
the time to reflect on how her students were handling the incident. As Dr. Van discussed, it is
helpful to have community, support, and a sense of belonging so that people can feel safe to
share their emotions.
Teacher growth during the program. During the training sessions teachers were asked
to break into groups and practice breathing exercises with one another, as if they were presenting
them to their classroom for the first time. The researcher observed that many teachers were
reading word-for-word from the provided resource materials. This slowly changed as the weeks
went by and teachers started getting more and more comfortable with the practices themselves.
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The breakout session assignments asked teachers to select other exercises from an
inventory of mindfulness practices. The teachers took turns practicing the guidelines, instructing
students on how to position themselves for the practice and then guiding students through the
practice. For one such practice, which involved asking students to lay on the floor with their feet
on a chair, one teacher practiced the exercise by asking the other teacher to envision being an
astronaut floating through space. This example was well-received by the other teacher and both
teachers started to brainstorm more creative ways to ask students to join these mindful practices.
The examples discussed here reflect Kirkpatrick’s (1996) Level 2 (Learning), which
explores the level of expertise and knowledge developed among participants. This can be seen
through teachers taking the time to understand and practice the mindfulness practices learned in
trainings.
During the interview with Dr. Van, she was asked to share what she thought made this
program unique. She responded:
I think the biggest thing is they're given pretty thorough training for one. But, they're also
asked to embody the philosophy in the training, which means that they have really
developed a practice of their own. So, they really understand it and are using it before
they're asked to share it with their kids.
This quote demonstrates that the trainings were in fact an in-depth process to help teachers
understand the material and embody the teachings before trying to implement them and teach
others. There was an authenticity to the program which ensured that participants had a deep
understanding of the practices.
In the minute reviews, teachers shared new insights, realizations, and goals for
themselves and their students. For example, one teacher shared, “I never realized my personal
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stress and anxiety were impacting the classroom, the classroom climate, and my students.”
Another teacher wrote, “My energy feeds off and transmits to my kids. I need to focus on my
mindfulness first.” Another teacher mentioned thinking further to their administration and how
the stress of administrators was impacting them as staff members; the teacher noticed how it was
creating a cycle of passing on stress. There was a consensus from the teachers that meditation
was hard to do, to take the time to spend sitting in silence or to reflect on your thoughts without
judgement. Many teachers had never experienced sitting in meditation for so long. A few
teachers shared that “even though we did not care for sitting in silence so long, we know it was
definitely needed.”
Other teachers started to realize that their students were exhibiting warning signs of stress
and emotional distress on a daily basis. One teacher said, “I will continue to use these strategies,
to be prepared, to be present in the classroom with my students. I will remember to invite them
into the practice.” Some teachers mentioned the brain science, how understanding the brain and
its processes helped them rationalize mindfulness and made them feel more “normal.” During the
last community circle in Week 8 of training, teachers were more prone to sharing and reflecting
on their insights. A few of the teachers reported being skeptical of mindfulness, stressed out, and
anxious of what was to come. As the training concluded, they felt like they were leaving the
training with more “tools in their toolkit” and more hope for their classrooms. Several of the
teachers expressed excitement to carry out their plans for the rest of the year and into the next
school year. One teacher shared:
Other teachers at my school have heard of what we are doing in class. I think it’s from
my students sharing it with other kids. And, those teachers are getting requests from their
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students to start breathing exercises too. Makes me feel really great about what I am
doing with my students.
This shows that the practices being implemented in the personal and professional lives of
teachers were, in fact, having an effect on their students. Teachers were receiving positive
feedback on their efforts and were realizing the benefits to their practice.
Theme 3: Motivation and Purpose
In addition to the importance of curriculum and implementation, the incentives and
purpose for the program also played a large role in teachers’ experiences, not just for
professional development but for their own personal development as well. When describing the
purpose of the program, Dr. Van shared, “They do start to take care of themselves. The other
thing, and you'll see this, too, this group, the first day they came in they were a pretty stressed
out group, but then they realized, okay, this is okay. This is what I need to do to take care of
myself.”
Teachers throughout the years of this program have provided feedback via email or in
person to Dr. Van about how the program changed their lives. For example, one teacher shared,
“I still use your practices every day. It’s like three or four minutes of my daily routine. I have a
peace corner.” When asked about whether they were continuing their practices, teachers
responded by saying, "Oh yeah, I'm still doing the breathing." Or, "I started a mindfulness
practice." Or, "I'm taking MBSR and gone deeper into it." Dr. Van reported that some teachers
had shared the practices with their colleagues. Dr. Van summarized, “I've heard quite a few
stories of kind of some dramatic changes.”
Teachers who were currently in the program looked forward to reducing their stress
through practices of mindfulness and resilience. One teacher shared her excitement, “I am
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looking forward to using this with my students. I think it will benefit all, but some even more
than others, especially me!” In the minute reviews, there were several comments pertaining to
attention and memory, where teachers felt like their attention span had improved since practicing
mindfulness. Many teachers saw improvement in the mindfulness practices themselves and were
more confident to try additional exercises. For example, one teacher noted:
I am beginning to reflect on my own personal behaviors and how I can be a model for my
students. I have started to try new strategies, focus on positive aspects of stress, and put
on calming music or a video. I take time to do this in my down time now.
This demonstrates how teachers gained the confidence to use the practices they learned not only
in their classrooms but for their own well-being, which, ultimately, helped their students. This
example relates to Kirkpatrick’s (1996) Level 3 (Transfer), which focuses on learning being
applied by participants. Teachers in the program reported making efforts to implement practices
into their classroom time and implementation logs showed the trends for popular mindfulness
exercises.
The growth and understanding around personal well-being were seen at the end of the
training in minute reviews exploring reflection, self-love, taking the time to be alone, and
forgiveness when things did not go according to plan. One teacher shared, “I value what we have
learned here and, especially, knowing I am learning how much value and benefit your body gets
from mindfulness.” During the community circle in trainings, especially during the first two
weeks, teachers brought up feelings of being overwhelmed, stressed, and depressed. The
researcher noticed teachers nodding in agreement as individuals shared feeling over-worked and
lacking enough time in the day to accomplish all of their tasks.
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One teacher mentioned never having time to take a lunch break because she constantly
had student’s in her classroom making up a missed test or assignment, or she had to prep for the
next class period. There was a lot of agreement about missed lunches and the frustration of not
having time to breathe during the school day. After the third week, that same group of teachers
shared that they were now making the time to eat lunch in the break room and found that helpful
for reducing their levels of stress. This simple step of taking time to care for themselves had
already helped them feel successful in improving their emotional and physical well-being. An
elementary school teacher described using mindfulness practices with her kids at home and how
that had impacted the amount of stress she had when she went home at night. One high school
teacher said he started using a mindfulness application on his phone that would ring an alarm
randomly throughout the day, requiring him to stop and spend a moment taking in his feelings
and surroundings. He shared that he had started using the app in class; randomly during lecture,
his phone would start ringing and everyone would stop and take in a few deep breathes. He
received positive feedback from his students and was asked to incorporate more moments of
bringing them to the present moment.
The MPD program was designed to train teachers in both professional and personal
development. The intention was for teachers and students to better manage mind-body health.
Before completing the interview with Dr. Van, she was asked what the goals for this program
were. She described the goals as twofold, “To train the adult to be able to develop these skills in
kids. Social-emotional competence, especially in the two domains of self-awareness and self-
management.” She elaborated that social-emotional competence “focused on the self: self-
awareness, self-management.” She then described the importance of focus on others, adding as
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goals “social awareness and relationships skills, focused on others, and then responsible, ethical
decision making.”
This aligns with Kirkpatrick’s (1996) Level 4 (Results), where positive results must take place in
order for a program to qualify as a success. Based on the findings from this study, the goals of
this program were met, with teachers taking the time to help themselves in order to help their
students.
Summary
These findings reveal the perceptions of teachers with regard to their professional and
personal development in the MPD program, how they valued the practices learned in the
program, and the program’s support when implementing mindfulness in their classrooms and
their daily personal lives.
Theme 1, Curriculum, detailed the importance of organization, environment, and
community building. Teachers shared their sense of gratitude, hope, and renewed drive to
implement changes amongst themselves to help their students. Theme 2, Implementation,
described teacher preferences for practicing mindfulness, reflection of what has been learned,
and understanding mindfulness and its benefits. And, finally, Theme 3, Motivation and Purpose,
discussed the personal benefits of mindfulness practices and the goals of the program, including
teachers being able to pass this knowledge on to their students.
The teachers involved in the program shared their passion and responsibility for being a
part of a training series that ensured that they were doing everything they could to help their
students. Teachers shared their stories of struggle, late nights creating projects, and spending
weekends trying to find solutions to students’ problems. The MPD program highlighted the need
for teachers to be well rested, taken care of, and nurtured in order to create an environment of
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nurturing and growth in the classroom. The sense of community, belonging, and support was
well-received by the teachers in the program. In some minute reviews, teachers asked for another
platform, like Facebook, to continue the community-building and group support. Many teachers
shared information with one another and planned to continue finding more mindfulness programs
to attend, to grow their knowledge of mindfulness and resilience.
In closing, findings reveal that teachers valued the professional and personal development
from the MPD program because it allowed them to find hope, feel part of a community, and
acquire more tools to help themselves and their students. Overall, teachers perceived the
trainings to be beneficial for their mind-body health and they planned to continue to use the
practices they learned in the future. Chapter Five will review limitations of this dissertation study
and recommendations for future studies.
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Chapter Five: Discussion and Recommendations
Originally derived from eastern traditions and Buddhist psychology, mindfulness can be
cultivated by various techniques (Bankart, 2003; Walsh & Shapiro, 2006). It can be acquired by
formal practices such as sitting meditation or physical movement such as yoga or tai chi. These
techniques help steady the mind and train its attentional capacity, while also increasing its
breadth of focus. Practitioners are instructed to focus their attention on the present moment and
on the breath. When the mind drifts away, the focus is gently brought back to the present
moment. The practitioner tries to simply observe his or her experience of the present moment
without judgement or modifying the thought process. Regardless of the many definitions and
concepts of mindfulness, it is generally regarded as attending to thoughts, feelings, bodily
sensations, and sensory experiences as they arise moment to moment, without judgment.
Neuroscientific, medical, and psychological research provides evidence that individuals benefit
personally and professionally from practicing mindfulness (Meiklejohn et al., 2012, p. 3).
Formal education has consistently failed to consider mental health and balance between
emotional intelligence and academic achievement. A growing body of research alludes to the
idea that “academic achievement, social and emotional competence, and physical and mental
health are fundamentally interrelated. The best and most efficient way to foster these
characteristics is to foster all of them” (Diamond, 2010, p. 789). In other words, personal
development—for teachers and students—drives professional and academic achievement,
respectively.
As a result, schools are tasked with being institutions for formal education and a place
that fosters social-emotional competence. The core of teaching mindfulness emphasizes
understanding, through conscious observation, how people’s thoughts, feelings, and behaviors
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contribute to their own and other’s suffering (Kabat-Zinn, 2003). By changing the way people
relate to their experiences and increasing their self-compassion, they can change the way they
relate to their circumstances. They can learn to decrease the impact of those circumstances on
their well-being, thus, reducing stress. Mindfulness differs from relaxation training because the
ultimate goal of mindfulness is to be present to whatever one is experiencing in the present
moment. Relaxation trainings, on the other hand, focus on changing the state of mind from stress
and anxiety to that of calm and peace. Kabat-Zinn (1990) described mindfulness as
“acknowledging present-moment reality, whether it is pleasant or unpleasant, is the first step
towards transforming that reality and your relationship to it” (p. 26).
As evidence by this dissertation study, mindfulness integrates seamlessly into most if not
all academic curricula. Mindfulness is free, requiring no equipment or resources. It necessitates
just a few minutes of class time, while enhancing the efficacy of the remaining instructional time
as a result of increased focus and attention. A variety of “off-the-shelf” teacher toolkits already
exist, including the MPD. Implementing a mindfulness initiative is accessible to virtually every
teacher and every school in America. Additionally, teachers can pursue an independent
mindfulness initiative even without support from building or district leadership.
Given the current culture of high stakes testing, budget constraints, and professional
development initiatives, educators in TK through twelfth grade are engulfed by stressors that
warrant interventions to support teacher and student resilience and social-emotional
competencies (Meiklejohn et al., 2012, p.15). Emerging research on mindfulness and its
practices proposes that mindfulness can help people improve their health and well-being by
reducing stress, anxiety and depression (Ludwig & Kabat-Zinn, 2008; McCabe & Mackenzie,
2009). Several studies have report4ed that, after participating in a mindfulness program,
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participants experienced an increased sense of awareness of their emotions and an increase in
emotional self-regulation (Jennings et al., 2011; Frank, Reibel, Broderick, Cantrell, & Metz,
2013). As a result of these studies, it is theorized that mindfulness practices help teachers more
effectively manage their stress on the job and, thereby, better attend to the interpersonal and
instructional complexities of teaching and learning (Roeser et al., 2013).
“Research has shown that teachers are exposed to a number of sources of stress”
(Montgomery & Rupp, 2005). In Cultivating Teacher Renewal: Guarding Against Stress and
Burnout, Larrivee (2012, p. 7) outlines some of the key challenges teachers face today that
contribute to stress and burnout, including the constant threat of teacher accountability for
student performance; unsettling changes due to school transfers, building closures, and loss of
jobs; loss of autonomy and control over the curriculum; excessive workload leading to lack of
spontaneity and creativity; perpetual changes and expectations that are in constant flux with
school reform efforts; conflict between school policy and professional beliefs that can
compromise a teacher’s integrity; increase in the workflow teachers must manage; and quantity
replacing quality as the job becomes more bureaucratic than professional. As a result of such
challenges, teaching has been identified as one of the most stressful professions (Blasé & Kirby,
1991; Farber, 1991; Friedman, 2000; Goddard, O’Brien, & Goddard, 2006; Montgomery &
Rupp, 2005; Smylie, 1999). It is also important to consider that the main sources of stress
experienced by a particular teacher will be unique to the individual and will depend on the
precise complex interaction between the individual’s personality, values, skills, and
circumstances (Kyriacou, 2001, p. 29). Unfortunately, little time, if any, is spent in pre-service or
in-service training for teachers’ personal development exploring how teachers can develop
THE POWER OF PRESENCE 87
coping mechanisms that address the demands of teaching (Fairbanks et al., 2010; Jennings &
Greenberg, 2009; Vinz, 2019).
Turk, Meeks, and Turk (1982) conducted a comprehensive review of the sources of
teacher stress. They identified seven consistent problem areas: school environments, student
misbehavior, poor working conditions, teachers’ personal concerns, relationships with parents,
time pressures, and inadequacy of training. In a more recent analysis of studies examining
teacher stress, Kyriacou (2001) found the main sources of teacher stress stemmed from teaching
students who lacked motivation; maintaining discipline in the classroom; confronting general
time pressures and workload demands; being exposed to a large amount of change; being
evaluated by others; having difficult or challenging relationships with colleagues, administration,
or management; and being exposed to generally poor working conditions (p. 29).
Overview of the Study
The purpose of this dissertation study was to examine teachers participating in a
mindfulness personal and professional development program and the role it played in their
personal and professional lives. Teachers' perceptions and endorsement of new school programs
and classroom practices ultimately determines how beneficial and productive the programs and
practices will be (Brown, 2009). Furthermore, the way in which a given curriculum is
implemented may vary based on individual teachers' beliefs, values, and perceptions. The
qualitative results of the present study highlight the ways in which teachers in Traditional
Kindergarten (TK) through twelfth grade perceived their roles in incorporating mindfulness
programs in their classrooms.
Understanding the teachers’ experiences and value of the mindfulness trainings was not
limited to the program itself. Understanding also spoke to the larger scope of education as a
THE POWER OF PRESENCE 88
whole, and how mindfulness could play a larger role in creating positive classroom
environments. By training teachers in mindfulness, teachers can promote mindfulness in their
students by teaching mindfully and through teaching mindfulness directly to students in diverse
settings. “For if mindfulness is to be established in a school-based framework, it will have to be
teachers who are the agents and ambassadors of change” (Newsome, Waldo, & Gruszka, 2010).
Mindfulness practice can be a good resource for teachers' own resilience and prevention of
burnout, in addition to being the best way of delivering mindfulness in American schools.
Additionally, this study focused on three research questions. First, this dissertation
explored teachers’ perceptions of the mindfulness program. Second, it focused on what teachers
valued from practices learned throughout the mindfulness program. Finally, this study sought to
understand how the teachers viewed the training to be supportive of their abilities to apply the
practices learned in the classroom.
Summary of Findings
The analysis of the data yielded three interrelated themes that arose from the research
questions: curriculum excellence, implementation, and motivation and purpose. These are
presented more robustly in Chapter Four. Ultimately, what the research shows through the
themes is how participants were eager and grateful to be a part of an initiative that was willing to
listen to their feedback and provide a sense of community among colleagues who were feeling
similar stressors. Participants used the mindfulness practices in their personal lives to cope with
the stresses created from their professional lives.
The goal of the program was to allow the personal development to guide the professional
development. For example, participants became aware of changes in their way of reacting to
events in the classroom. By becoming more mindful of their personal feelings, teachers were
THE POWER OF PRESENCE 89
able to be more mindful in how they responded to situations in the classroom. Students were then
able to see the differences in their teachers.
During the community circle in each training session, teachers gradually grew more
comfortable sharing how they were feeling and how they were dealing with those emotions. As
the weeks went by, teachers acknowledged the challenges of finding time to incorporate mindful
practices in their daily lives. However, they also confirmed that the practices helped them cope
with their own lives, which were interrelated with their professional lives. It appears from these
findings that mindfulness is potentially a powerful approach to help teachers cope with the
stressful demands of being a teacher in America.
The findings from this study also support and are reinforced by Kirkpatrick’s Learning
Evaluation Theory (1996). Kirkpatrick focused on determining if training achieved behavior
changes in the environment of the trainee. For example, teachers were impacted by the trainings
on a personal level; they reported better over-all heath and continued use of mindfulness in their
personal lives months after the end of their training program. Finally, participants were able to
take the lessons they learned in the program and apply the skills to their personal and
professional lives. Therefore, the teachers participating in the MPD program were meaningfully
influenced by the eight-week MPD program and used these experiences to positively impact
their classroom environments.
Limitations of the Study
This research did not quantitatively measure teachers’ levels of stress; therefore, there is
not hard data with which to ascertain the differences between the participants’ perceived levels
of stress and their actual levels of stress. However, as exhibited by the minute reviews from each
THE POWER OF PRESENCE 90
training session, the majority of participants expressed a perceived value in the mindfulness
practices for coping with the demands of teaching and reducing stress.
However, previous studies on mindfulness and professional development for teachers
have confirmed mindfulness practices can be a tool for combating teacher stress, especially for
who are working in low-income schools and high-risk settings (Gold et al., 2010; Jennings et al.,
2011; Lantieri, Nagler Kyse, Harnett, & Malkmus, 2011). It appears from this study and others
that providing mindfulness training for teachers can be an added value and a useful tool for
dealing with the myriad demands of teaching.
Implications for Practice
The results of this study extend the small number of research studies that apply the
literature on mindfulness, resilience, and stress reduction to professional and personal
development in education. While focused on a small group of MPD program participants in the
Atlas Department of Education, this study is significant because it examined the MPD
participants’ experiences and perceptions of the program. Findings from this dissertation study
can be used to inform future decisions made by both the Atlas Department of Education and
other mindfulness professional development programs in several ways.
First, findings from this study can be used to help inform future decisions and
programming for the Mindfulness Professional Development (MPD) Program in the Atlas
Department of Education. Knowing that participants value the program’s content, structure, and
community building will support the program in evolving. It will work towards positively
motivating and strengthening teachers’ understanding of social-emotional learning along with
reducing levels of stress. Additionally, the study helps in understanding and addressing
participants desire for a consistent community platform to share ideas and frustrations, and find
THE POWER OF PRESENCE 91
support. In light of the research findings, the MPD program should consider developing other
platforms for participants to continue to stay in touch and provide encouragement and support;
for example, a Facebook page for members of the MPD program would be easy and cost-free.
Given the overwhelmingly positive teacher reaction to and growth in community circles, another
strategy would be weekly or monthly community circle for graduates of the MPD program.
Potential benefits of these types of low-cost initiatives include continued motivation to deepen
existing mindfulness practices, a forum to share other mindfulness programs, and a low-stress
system of accountability to continue the learning.
Second, the literature clearly shows the high and escalating rates of stress and burnout in
the teaching profession (Dunham & Varma, 1998; Kyriacou, 2001). There is a critical need to
provide support and training to improve teachers’ resiliency and stress management skills. Like
other demanding professions, teachers deserve and need methods for enhancing resilience
(Meiklejohn et al. 2012). As exhibited by the participants in this study, teachers who have an
understating of mindfulness use these practices to cope with the demands of teaching. While
further research is needed to ascertain if there is causality between practicing mindfulness and
one’s perceived ability to cope with the demands of teaching, the current study clearly shows the
benefits of using mindfulness practices in teachers’ personal lives and in their classrooms.
Finally, if mindfulness practices offer teachers the potential skills for coping with stress,
those practices can be used as pedagogical tools in the classroom to support students’ wellbeing.
The current research study demonstrates the potential benefits of school systems providing these
kinds of low-cost programs, through pre-service and in-service for all teachers. Mindfulness
practices are not merely another initiative to add to the existing teacher and administrator
workload. Rather, they are a powerful, efficacious resource for coping with the rigorous demands
THE POWER OF PRESENCE 92
of teaching. Mindfulness professional and personal development should be available to all
professionals in education, without having to wait for administrators or districts to provide the
initiative. In The Courage to Teach, Parker Palmer (2007) writes, “We teach who we are.” The
personal can never be separated from the professional, and this speaks directly to the need for
pre-service and in-service trainings focused on mindfulness techniques that foster resiliency and
stress reduction.
Topics for Future Research
While there is growing interest in mindfulness practices for professional development in
education, little research has been conducted on the effects of personal development on
professional development in education. This dissertation study focused on the perspectives of
MPD program participants regarding their experiences, feedback, and value of the program.
While this study utilized interviews with program administrators, minute reviews,
implementation logs, and observations of trainings, future research should focus on individual
teacher interviews, classroom observations, and student interviews. A larger research study
focused on mindfulness implemented in the classroom and student feedback would add
significantly to the literature and create a broader understanding of mindfulness in the classroom.
Researching not only the perspectives of teachers but also how students respond and
perceive mindfulness practices would provide deeper insights into how mindfulness development
with teachers influences student’s well-being and academic achievement. Understanding
perspectives of teachers in this mindfulness professional and personal development program was
just the first step in fully understanding how mindfulness pedagogy can provide a more resilient
and stress-free classroom environment, so that students from all backgrounds can receive a
quality, wholesome education.
THE POWER OF PRESENCE 93
Conclusion
This study examined the experiences of participants in the Mindfulness Professional
Development (MPD) Program and their perceptions of the program as they attended weekly
mindfulness trainings. Throughout the study, the researcher made connections between the
observations made at trainings, the implementation logs recorded by teachers in previous
semesters, and the minute reviews teachers completed at the end of each training session.
At the beginning of the Fall 2018 cohort, teachers arrived with a sense of hopelessness
and defeat. As the training ended, that same cohort had regained a sense of hope and excitement,
especially related to continuing the practice of mindfulness and implementing it in more areas of
their own lives as well as in their classrooms.
Frank et al. (2013) pointed out, “Mindfulness teaches ways of relating to thoughts,
feelings, and experiences from a decentered meta-level that can ultimately allow for better
selection of problem-solving strategies and more effective responses to problems” (p. 33).
Mindfulness has proven to ignite this natural ability of teachers to observe their own mindsets
and emotions, replacing impulsive reactions with a greater capacity to see relationships between
thoughts, feelings, and actions. This new wave of research surrounding mindfulness and its many
benefits are too significant to ignore. Therefore, it is our personal and professional responsibility
to engage in the implementation of mindfulness professional development programs throughout
the education system.
THE POWER OF PRESENCE 94
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Appendix A
Theoretical Framework Alignment Matrix
Research Question Theoretical Framework Data Instrument
Questions
1. What are the teachers’
perceptions of this
mindfulness training?
Learning Evaluation Theory,
Kirkpatrick 1994
Minute reviews,
Implementation logs, PD
teacher training
observations
2. What mindfulness
practices learned through
the Training do grade
school teachers value?
Learning Evaluation Theory,
Kirkpatrick 1994
Minute reviews,
Implementation logs
3. How do teachers view
the trainings in supporting
their abilities to apply
mindfulness and resilient
practices in the classroom?
Learning Evaluation Theory,
Kirkpatrick 1994
Minute review, PD
teacher training
observations
Demographic questions
PD teacher Training
observation
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Appendix B
IRB Approval Letter
2/18/19, 7)13 PM
Page 1 of 2 file:///Users/meerakharbanda/Desktop/%20USC/Dissertation%20Most%20recent%20work/IRB%20Approval%20letter.webarchive
University of Southern California Institutional Review Board
1640 Marengo Street, Suite 700
Los Angeles, California 90033-9269
Telephone: (323) 442-0114
Fax: (323) 224-8389
Email: irb@usc.edu
Date: Oct 31, 2018, 02:52pm
Action Taken: Approve
Principal Investigator: Meera Kharbanda
ROSSIER SCHOOL OF EDUCATION
Faculty Advisor: Patricia Tobey
OFFICE OF THE PROVOST
Co-Investigator(s):
Project Title: Mindfulness Professional Development
Study ID: UP-18-00627
Funding: No funding
The University Park Institutional Review Board (UPIRB) designee determined that your project meets the requirements outlined in 45 CFR 46.101(b)
category 2 and 4 and qualifies for exemption from IRB review. This study was approved on 10/31/2018 and is not subject to further IRB review.
Please check with all participating sites to make sure you have their permission to conduct research prior to beginning your study.
This determination only covers the personnel (students/faculty/staff members) listed in 2.1 of the application. Outside collaborators are reminded to
check with the IRBs at their home institutions to ensure they have any necessary permissions (including IRB/ethics board approval) and credentials
(including human subjects training) to conduct research before study activities begin.
*** Per USC Policy, someone may not collect data about people he or she oversees in a professional capacity. Please ensure that someone on the study
(represented in Section 2.1, with the required human subjects certification) is able to serve as an independent data collector. Further, data must be stripped
of any identifying information before being provided to people who have the supervisory relationship in order to protect the confidentiality of the
participant response.
Consent and recruitment documents are not required to be uploaded for exempt studies; however, researchers are reminded that USC follows the
principles of the Belmont Report, which requires all potential participants to be informed of the research study, their rights as a participant, confidentiality
of their data, etc. Therefore, please utilize the latest template Information Sheet for Exempt Research and revise the template to be specific to your study.
This document includes the current IRB contact information; and will not be reviewed by the IRB. It is the responsibility of the researcher to make sure
the document is consistent with the study procedures listed in the application.
Attachments:
Information Sheet for Exempt or Flex-Exempt Studies, dated 07-01-2018 (1).doc
Updated IRB Contact Information.doc
Guidance for Recruitment Tool.doc
Social-behavioral health-related interventions or health-outcome studies must register with clinicaltrials.gov or other International Community of Medical
Journal Editors (ICMJE) approved registries in order to be published in an ICJME journal. The ICMJE will not accept studies for publication unless the
studies are registered prior to enrollment, despite the fact that these studies are not applicable “clinical trials” as defined by the Food and Drug
Administration (FDA). For support with registration, go to www.clinicaltrials.gov or contact Jean Chan (jeanbcha@usc.edu, 323-442-2825).
Important
The principal investigator for this study is responsible for obtaining all necessary approvals before commencing research. Please be sure that
you have satisfied applicable requirements, for example conflicts of interest, bio safety, radiation safety, biorepositories, credentialing, data
security, sponsor approval, clinicaltrials.gov or school approval. IRB approval does not convey approval to commence research in the event
THE POWER OF PRESENCE 118
Appendix C
Blank Minute Review
Resilient Mindful Learner Project
SPRING Cohort
Date:____________________Session #1
12
The Minute Review
Your response on this evaluation is greatly appreciated.
1. Please identify your knowledge level prior to receiving this session.
a. I had no knowledge of this content.
b. I had little knowledge of this content.
c. I had some knowledge of this content.
d. I had adequate knowledge of this content.
e. Not sure
2. What did you value?
3. How will you use what you have learned at this session?
4. Other feedback on the session?
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Appendix D
Blank Implementation Log
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Appendix E
MPDP Observation Protocol
Name of Observer Date Time
Location Study
Brief Summary of Observation
Physical Space
Define the physical
space.
● Geographical
● Temporal
● Physical
● Political
Utility: What is the
purpose of
event/setting?
Participant reactions to
physical setting
Other
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People/Participants
Who are the
participants taking
place in
observation/event?
What are the roles of
those being observed?
How do you know?
What are the
participants doing?
● Group interaction
● Individual actions
● Passive
Sequence of Events
Beginning
Middle
End
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Appendix F
Administrator Interview Protocol
Introduction:
Hello, my name is Meera Kharbanda and I am a student from the Rossier School of
Education at the University of Southern California. My dissertation study explores the MPD
program administrator’s perceptions and experiences regarding implementation of mindfulness
practices in their trainings with TK-12 grade teacher’s.
You have been selected to be interviewed by me today because you have been identified
as someone who has a great deal of knowledge about the development and growth of this
program. This dissertation in its entirety, focuses on understanding how mindfulness techniques
are perceived and valued by participants of this program and if they plan to implement the
practices learned in the program in their personal and professional lives.
This study does not aim to evaluate your techniques or experiences. Rather, I am trying to
learn more about mindfulness, anxiety, and learning, and hopefully learn about faculty practices
that help improve student learning with the use of mindfulness practices in their classrooms.
To facilitate our conversation, I would like to take written notes of our conversation
today. All information will be held confidential, your participation is voluntary and you may stop
at any time if you feel uncomfortable. I have planned this interview to last no longer than one
hour. Thank you for your agreeing to participate.
Interview Questions (guide for interview, allow interviewee to talk outside of these questions)
Introduction/Background:
• What is your background with Education?
• Could you tell me about any mindfulness training you've received, and how you were
introduced to mindfulness?
• What was the driving force behind the implementation of this program?
Content/Structure and Goals of MPD Program:
• What are the goals for the MPD program?
• Do you see a difference among participants from start to finish?
Challenges to Implementation:
• Have you encountered any resistance from participants?
• Would you tell me about some of the challenges that come with this project?
Receptiveness to the Program: (Yours and Others)
• What have you heard participants say about the project?
• Since the implementation of this project, what changes have you noticed in teacher
understanding of mindfulness?
• Are there any plans to expand this project? Perhaps in other districts?
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Appendix G
List of Codes
Admin support
Anxiety
Authenticity
Breathing exercises
Breathing techniques
Building capacity
Challenges
Classroom management practices
Co-learner
Cognition integrated with social emotional
development
Community building
Community circle
Conversations overheard
Deep breathing
Depression
Discomfort with program
Encouragement
Examples of benefits from program
Goals of program
Grateful
Healthy stress coping skill
Helpful
Hopeful
Measuring tools
Mental health
Mind-body health
Mindfulness
Motivations
Negative feedback
Observations and follow up
Organized
Outcomes
Overwhelmed
Participants attitude
Physical attributes and emotions
Positive feedback
Reflection
Relationships
Relaxing
Requirements
Resilience
Self-awareness
Self-compassion
Self-regulation
Set the stage for exciting voyage
Social emotional competency
Specific stress reduction practices
Stress
Stress Management
Teacher ideas & contributions
Teacher perceptions
Teaching skill
Toolkit approach
Well balanced life
Abstract (if available)
Abstract
In the past ten years, there has been an increased interest in providing teachers with mindfulness training. This is due largely to the amount of stress that teachers in traditional kindergarten (TK) through 12th grade reported as a result of the profession and the research demonstrating that practicing mindfulness helps cope with stress and promote well-being. The goal of this qualitative study research was to understand how mindfulness practices were perceived and utilized by teachers receiving professional and personal development training in mindfulness. The purpose of this study was to discern how a mindfulness curriculum carried out by teachers, with an experience in mindfulness, could impact classroom climate by reducing stress for both the students and the teachers themselves. The study took place at the Atlas County Department of Education in California
Linked assets
University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Kharbanda, Meera Hari
(author)
Core Title
The power of presence: teacher professional development for embodied mindfulness and resilience
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
10/10/2019
Defense Date
04/04/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
emotional intelligence,Meditation,mindfulness,mindfulness curriculum,OAI-PMH Harvest,personal development,professional development,resilience,stress reduction,TK-12 grade educators
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia (
committee chair
)
Creator Email
kharband@usc.edu,meeramaya55@yahoo.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-223750
Unique identifier
UC11675345
Identifier
etd-KharbandaM-7853.pdf (filename),usctheses-c89-223750 (legacy record id)
Legacy Identifier
etd-KharbandaM-7853.pdf
Dmrecord
223750
Document Type
Dissertation
Rights
Kharbanda, Meera Hari
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
Tags
emotional intelligence
mindfulness
mindfulness curriculum
personal development
professional development
resilience
stress reduction
TK-12 grade educators