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Impact of mindfulness on early education teacher well-being: an evaluation study
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Impact of mindfulness on early education teacher well-being: an evaluation study
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Running head: IMPACT OF MINDFULNESS ON TEACHER WELL-BEING
IMPACT OF MINDFULNESS ON EARLY EDUCATION TEACHER WELL-BEING:
AN EVALUATION STUDY
by
Karen Applegate Mitchell
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2019
Copyright 2019 Karen A. Mitchell
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 2
Dedication
I dedicate this work to my father, John W. Applegate, who taught me first-hand the true
meaning of the word motivation. From him I learned to enjoy the ride, to never give up, and that
knowledge gained is worth more than any material possession. His strength and wisdom has
guided me my entire life, and especially during this latest journey, he has inspired me to fight
hard each day and to truly experience each moment. Dad, while you are no longer here to see this
ride of mine come to an end, I know you are with me and I know you are proud.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 3
Acknowledgements
The journey of pursuing my doctoral degree and the completion of this dissertation has
not been a solitary endeavor. I first want to thank my dissertation chair, Dr. Helena Seli, for her
support and meaningful guidance, and for providing me with confidence in not only completing
this dissertation, but in showing me the value and possibilities of this degree. I also want to
thank my committee members, Dr. Darline Robles and Dr. Eric Canny. As both professors and
committee members, they challenged me to see my problem of practice in new ways and
expanded my knowledge and perspective on the opportunities and responsibilities of leadership
in today’s complex society. Thank you.
The support from my husband, Dan, and son, Wyatt, has truly been unwavering. From
the time I applied to graduate school, until the last few edits of my dissertation, they have been
my supporters and champions. Never for a moment, did I doubt how much they believed in me.
I appreciate all the sacrifices they both made, as I spent many nights in class online -- especially
the semesters when I had class until midnight and was definitely not as alert the next morning. I
will miss the times when Wyatt and I sat together at the kitchen island, both working on
homework assignments. I hope, Wyatt, that seeing me pursue and achieve a lifelong dream will
serve as a reminder for you that anything is possible. Dan, I cannot thank you enough for being
my partner and for being with me in every possible way as I completed my academic journey.
You were with me when I graduated with my undergraduate degree, and now twenty years later,
you stand by my side as I earn my doctorate degree. Dan and Wyatt, I love you both more than
words on a paper can possibly express. Thank you.
I would like to thank the entire community at The Early Learning Center (pseudonym),
which served as the site for the research study. Both the Executive Director and the Director of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 4
the center are true champions of the practice of mindfulness and were extremely supportive as I
worked on the study. Thank you for trusting me to explore this topic with your team, and for
providing me with everything I needed in order to complete the study. I would also like to thank
the teachers, who welcomed me at the center. Thank you for your openness and insight; without
it, this study would not have been possible.
I would like to extend a final thank you to those in my life who have guided me and
shaped who I am. Thank you to my parents, John W. Applegate and Linda C. Applegate, and
my father-in-law and mother-in-law, John B. Mitchell and Judith K. Mitchell. The past year has
been one marked with devastating loss. In the months before defending my dissertation
proposal, my family lost my father, my mother-in-law, and father-in-law to cancer. In their final
days, their love and support for me never diminished, and I knew that I needed to honor their
strength, their courage, their absolute joy for life, and their love of education, and to continue the
fight. With the love and encouragement of my husband, my son, my mom, and my family, along
with the support of my dissertation committee, my professors, my classmates, and my wonderful
and amazing friends, I did not give up, and now nearly a year later, I am completing this journey.
Thank you.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 5
TABLE OF CONTENTS
Dedication .................................................................................................................................. 2
Acknowledgements ..................................................................................................................... 3
Abstract ...................................................................................................................................... 9
CHAPTER ONE - OVERVIEW OF THE STUDY ................................................................... 10
Organizational Context and Mission ...................................................................................... 10
Organizational Goal .............................................................................................................. 11
Related Literature .................................................................................................................. 12
Importance of the Evaluation................................................................................................. 13
Description of Stakeholder Groups ........................................................................................ 14
Stakeholder Group for the Study ........................................................................................... 15
Stakeholder Groups’ Performance Goals ............................................................................... 16
Purpose of the Project and Questions..................................................................................... 16
Methodological Approach ..................................................................................................... 17
Organization of the Project .................................................................................................... 17
CHAPTER TWO - REVIEW OF THE LITERATURE ............................................................. 19
Early Education Teachers’ Well-Being.................................................................................. 19
Influence of Teacher Well-Being on Student Outcomes ........................................................ 20
Concept of Mindfulness ........................................................................................................ 25
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 6
Role of Stakeholder Group of Focus ...................................................................................... 29
Teacher Knowledge, Motivation, and Organizational Influences ........................................... 29
Conceptual Framework ......................................................................................................... 42
CHAPTER THREE - METHODS ............................................................................................. 47
Participating Stakeholders ..................................................................................................... 47
Data Collection and Instrumentation ..................................................................................... 49
Interview Strategy and Rationale ........................................................................................... 50
Interview Sampling Criteria and Rationale ............................................................................ 51
Data Analysis ........................................................................................................................ 53
Credibility and Trustworthiness............................................................................................. 53
Validity and Reliability ......................................................................................................... 54
Ethics .................................................................................................................................... 55
Limitations and Delimitations ............................................................................................... 57
Conclusion ............................................................................................................................ 59
CHAPTER FOUR - RESULTS AND FINDINGS .................................................................... 60
Knowledge Results and Findings........................................................................................... 63
Motivation Results and Findings ........................................................................................... 70
Organizational Results and Findings ..................................................................................... 82
Synthesis ............................................................................................................................... 90
CHAPTER FIVE - RECOMMENDATIONS ............................................................................ 92
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 7
Introduction and Overview .................................................................................................... 92
Recommendations for Practice to Address KMO Influences .................................................. 92
Integrated Implementation and Evaluation Plan ................................................................... 104
Evaluation Tools ................................................................................................................. 113
Data Analysis and Reporting ............................................................................................... 114
Summary............................................................................................................................. 116
Conclusion and Future Research Recommendations ........................................................... 117
References .............................................................................................................................. 119
Appendix A: Survey Item....................................................................................................... 135
Appendix B: Interview Protocol ............................................................................................. 136
Appendix C: Evaluation Immediately Following Each Training Session ................................ 138
Appendix D: Pre-Training and Three Months Post Training ................................................... 140
Appendix E: Sample Evaluation ............................................................................................. 142
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 8
LIST OF TABLES
Table 1: Organizational Mission, Performance Goal, and Stakeholder Goals .………………...16
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis ........... 34
Table 3: Motivational Inlfuences, Types and Assessments for Knowledge Gap Analysis ........ 39
Table 4: Organizational Cultural Models, Settings, and Influences .......................................... 42
Table 5: Knowledge Findings of Gaps and Assets .................................................................... 70
Table 6: Mean and Standard Deviation for MAAS ................................................................... 76
Table 7: Motivation Findings of Gaps and Assets ..................................................................... 82
Table 8: Organizational Findings of Gaps and Assets ............................................................... 90
Table 9: Summary of Knowledge Influences and Recommendations ........................................ 93
Table 10: Summary of Motivation Influences and Recommendations ....................................... 98
Table 11: Summary of Organizational Influences and Recommendations ............................... 101
Table 12: Outcomes, Metrics, and Methods for Internal and External Outcomes .................... 105
Table 13: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ........................... 107
Table 14: Required Drivers to Support Critical Behaviors ...................................................... 108
Table 15: Evaluaton of the Components of Learning for the Program ..................................... 112
Table 16: Components to Measure Reactions to the Program ................................................ 113
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 9
Abstract
This mixed methods study examined the impact of mindfulness practice on the well-being of
early education teachers at The Early Learning Center. The research questions explored the
knowledge and motivation of the early education teachers, and the organizational influences at
the center, which impacted the early education teachers’ ability to demonstrate competency in
mindfulness and integrate the practice within their professional and personal lives. The Clark
and Estes Gap Analytic Framework (2008) was utilized, and the results and findings from the
study revealed three themes related to the teachers and mindfulness. As the teachers sought to
demonstrate competency in mindfulness, gaps were revealed with the teachers as related to
factual, conceptual, and metacognitive knowledge. While the teachers recognized the benefits of
a mindfulness practice and demonstrated self-efficacy in being mindful, the was a motivational
gap in regard to self-determination theory, as the teachers did not express a strong level of
interest in engaging with the practice of mindfulness. The teachers perceived the leadership
team as supporting mindfulness at the center, however additional training is needed, as well as
modeling of the practice, and designated time outside of the classroom for the teachers to engage
in mindfulness. The results and findings from the research study provided a framework for
developing a recommended training program. Utilizing the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016), a training and evaluation program was developed as the
recommended action for reducing the gaps and aiding in the achievement of the stakeholder and
organizational goals.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 10
Chapter One: Overview of the Study
Early education teacher well-being is a phenomenon underrepresented in the literature,
yet research demonstrates the psychological well-being of teachers directly influences their
ability to create a supportive and effective classroom environment (Cumming, 2016; Jeon,
Buettner, & Grant, 2018). Despite the importance of the relationship between teacher well-being
and student outcomes, there are several influences that are threatening the well-being of early
education teachers. Early education teachers face challenges that are unique to their profession,
including limited resources, long working hours, low professional status, parent-related demands
and workplace conflict (Ylitapio-Mantyla, Uusiautti, & Maata, 2012). Increasing levels of stress
for teachers is negatively impacting the profession and leading to occupational burnout (Reiser,
Murphy, & McCarthy, 2016). The issue of well-being for early education teachers is significant
given that they are key figures in developing the emotional and social skills of young students,
and there is a clear connection between the well-being of early education teachers and the
capacity to provide high quality education (Lang, Mouzourou, Jeon, Buettner, & Hur, 2017;
Friedman-Krauss, Raver, Neuspiel, & Kinsel, 2014).
Organizational Context and Mission
The Early Learning Center (pseudonym) is an accredited early education institution
focused on providing childcare and education for infants through pre-Kindergarten children. The
center is a registered 501(c)(3) non-profit organization. The mission of The Early Learning
Center (TELC) is to provide affordable, high quality, early education and care to children from
low-income working families. The center has positioned itself as a community resource for
children who are at risk for future school success. The center is committed to providing children
with a foundation of academic skills, as well as social and emotional skills. The organization
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 11
was founded in 1915 by a group of community volunteers. Over the past 100 years, the center
has evolved to include greater enrollment, and in 2015, The Early Learning Center rebranded to
reflect its commitment to providing the community with high-quality early education. The
center serves children from low income working families; as a requirement for enrollment at the
center, parents of children who are enrolled must be working full-time or be attending a full-time
job-training program. The center serves over 100 children, providing education and care in a
full-time capacity; the organization believes that affordable quality early education care should
be available for children of all social, ethnic, and economic backgrounds. The leadership team of
The Early Learning Center includes a staff of two: an Executive Director and Director. The
Executive Director oversees all operations of the center and serves as the liaison to the Board of
Directors. The Director directly supervises the 20 full-time teachers. Of those teachers, 19 are
females and one teacher is male. All teachers employed at the center have their Child
Development Associate (CDA) credential; all have either completed their Associate’s degree or
are pursuing an Associate’s degree.
Organizational Goal
The Early Learning Center is committed to creating an organizational culture that is
committed to the well-being of its students and teachers. As part of its initiative to create a
positive culture, the center has focused on integrating mindfulness in the classrooms through a
partnership with the local school district. With the growth of mindfulness practice with the
center’s students, both the Executive Director and Director of the center recognized the
importance of extending the practice of mindfulness to the teachers. The organizational goal
established is that 100% of the teachers will demonstrate increased levels of perceived well-
being through the practice of mindfulness by June 2019. The leadership team at The Early
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 12
Learning Center sees a correlation between the well-being of teachers and instructional quality
and seeks to further programs that will reduce teacher stress and increase overall well-being.
The Early Learning Center teachers completed a mindfulness training program in Spring 2018.
The program was led by an experienced facilitator in mindfulness and contemplative practice,
and the training curriculum was based on a mindfulness training model developed by The
Potential Project. The training program provided specific information about mindfulness
strategies, with a focus on incorporating breath as part of a mindfulness practice. All teachers
who work for The Early Learning Center attended the training sessions over the course of a two-
month period.
Related Literature
Teachers within the early education field are critical to establishing an environment that
is safe, responsive, and supports the academic foundation of more than 15 million children in the
United States under the age of six years old that require non-parental care (Jeon, Buettner, &
Hur, 2016). As hypothesized by Rhodes and Huston (2012), high quality early education not
only positively impacts the lives of young children, an inattention to the education needs of
young students can have a negative impact on their ability to develop. This is of particular
importance for children from low-income backgrounds, who by the age of two years old lag from
their more affluent peers in a variety of areas, including language development, social skills and
cognitive abilities (Rhodes & Huston, 2012). Educational systems rely on teachers to be
emotionally stable and engaging, yet teachers face stress in working with children who present
both academic and behavioral challenges (Holeyannavar & Itagi, 2011). Data from Sweden
demonstrates that early education teachers have the fourth highest risk factor for long-term sick
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 13
leave due to psychological health factors, including severe stress and burnout (Sjödin & Neely,
2017).
Teacher stress levels directly impact the well-being of teachers, and also impact teacher
performance in the classroom. A multi-level modeling study of 1,268 Finnish children entering
Kindergarten demonstrated that there was a direct correlation between teacher stress and all
facets of the students’ social competence. The level of work-related stress for the early
education teachers also had a direct impact on the students’ empathy and cooperation skills, and
also impacted their level of impulsiveness and disruptiveness (Siekkinen et al., 2013). As early
education institutions seek to increase the well-being and lessen the stress levels of teachers, the
concept of mindfulness serves as a useful practice. The “intentional cultivation of moment-to-
moment non-judgmental focused attention and awareness” is now integrated into professional
fields, including education (Meiklejohn et al., 2012).
There are benefits to bringing awareness and attention to emotions that ward off the
negative effects of stress (Nieminen & Sajaniemi, 2016). A mindful individual is one who
demonstrates a focused level of attention and is fully aware of the present (Shao & Skarlicki,
2009). Jennings (2015) demonstrated in a study of 35 early education teachers that while
emotional exhaustion had a negative impact on teachers’ ability to provide instructional and
emotional support in the classroom, mindfulness provided a positive impact for the teachers’
emotional well-being, thus favorably impacting student outcomes. The practice of mindfulness
provides early education teachers with a mechanism for developing a positive sense of well-
being, thus positively impacting classroom performance.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 14
Importance of the Evaluation
It was important to evaluate the organization’s performance in relationship to the
performance goal of 100% of teachers demonstrating increased levels of overall well-being for a
variety of reasons. Teacher burnout and stress levels contribute to job dissatisfaction, which can
lead to higher attrition levels and a decreased commitment to the profession (Curry & O’Brien,
2012). Teacher attrition is a significant influencer in creating a positive relationship between
teachers and students, and retention issues have a “direct effect on teacher quality” (Brill &
McCartney, 2008, p. 752). As the organization looks to complete a physical expansion by the
end of the year 2019, with an enrollment goal that will double the number of students currently
attending, it will be critical that the organization maintain its current teacher base and ensure that
staff levels are not negatively impacted. It will also be critical that the teachers maintain high
levels of classroom instruction. As the effects of early care and education are dependent on the
mental health and attitudes of teachers (Administration for Children and Families, 2013),
understanding the relationship between mindfulness practice and early education teacher well-
being will provide a valuable framework for the leadership team at The Early Learning Center as
it seeks to achieve its organizational goal.
Description of Stakeholder Groups
There are three main stakeholder groups that contribute to the achievement of the
organizational goal of all teachers at The Early Learning Center demonstrating increased levels
of well-being through the practice of mindfulness. The first group represents the teachers at The
Early Learning Center who are seeking to integrate the practice of mindfulness within their daily
routines. This group served as the primary stakeholder group as their participation in the practice
of mindfulness was critical for achieving the organizational and stakeholder goals. In this
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 15
particular study, the early education teachers are tasked with providing age appropriate care and
education to classrooms ranging in size from eight children to 20 children. According to the
Director of the center, the teachers face challenges that mirror those reported in the literature in
regard to well-being influence, including high stress, challenging student behavior, conflict
among peers and professional status. The second stakeholder group consisted of the leadership
team of The Early Learning Center. Both the Executive Director of the center and the Director
of the center are critical in establishing the importance of mindfulness through both the material
resources provided to the teachers and their influence on the organizational culture. A final
stakeholder group is the parent community of The Early Learning Center. As the organization
seeks to increase the well-being of the teachers, there will be a positive impact in the classroom,
thus favorably impacting the families of the center. Yet, as the teachers seek to integrate
mindfulness as part of their day, it will be important for the families of the center to support the
initiative and not view it as a distraction in the primary responsibilities of the teachers.
Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, for practical
purposes, the stakeholder group for the study comprised the early education teachers at the
organization. The stakeholder group consisted of 20 teachers; all are full-time employees and
are charged with caring and teaching children ranging in age from three months to five years of
age. Nineteen of the 20 teachers are female. The study will focus specifically on female early
education teachers, as 97% of early education and kindergarten teachers are female (“Household
averages,” 2017). While the stakeholder group comprised female teachers, who share a similar
professional background and all live in the same geographic area, there is diversity in terms of
age, ethnicity, and religious background.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 16
Table 1
Organizational Mission, Performance Goal, and Stakeholder Goals
Stakeholder Groups’ Performance Goals
Organizational Mission
Provide affordable, high quality, early education and care to children from low-income working
families.
Organizational Performance Goal
By June 2019, 100% of teachers at The Early Learning Center will demonstrate increased levels
of well-being through the practice of mindfulness.
Stakeholder Performance Goal
By March 2019, 100% of teachers at The Early Learning Center will demonstrate competency in
the practice of mindfulness.
Purpose of the Project and Questions
The purpose of this project was to study the organization’s performance related to a
larger problem of practice. The analysis focused on the knowledge and motivation of the early
education teachers, and the organizational resources of The Early Learning Center. While a
complete study would focus on all stakeholders, for practical purposes, the stakeholder to be
focused on in this analysis were the female teachers at The Early Learning Center. As such, the
following research questions guided this study:
1. What is the teachers’ motivation and knowledge related to demonstrating
competency in the practice of mindfulness?
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 17
2. What is the teachers’ motivation and knowledge related to integrating periods
of mindfulness during their workday?
3. What is the interaction between the organizational culture of The Early
Learning Center and the teachers’ knowledge and motivation related to the
practice of mindfulness?
Methodological Approach
This project used a mixed methods methodological approach. Qualitative interviews
were used, as it focused on “how people interpret their experiences, how they construct their
worlds, and what meaning they attribute to their experiences” (Merriam & Tisdell, 2016, p. 15).
As the researcher sought to understand the relationship between the teacher’s knowledge and
motivation in regard to integrating mindfulness practice and its impact on teacher well-being, the
use of open-ended interview questions allowed the researcher to gain “values and opinions” from
the study participants (Creswell, 2014, p. 190). A survey was also used to ascertain the
relationship the early education teachers have with the practice of mindfulness. A mixed
methods approach combines the collection and analysis of open-ended and close-ended data
(Creswell, 2014); both data collection approaches allowed for a more in-depth understanding of
the problem of practice.
Organization of the Project
Five chapters are used to organize this study. Chapter One established the problem of
practice in regard to early education teacher well-being and the potential impact of mindfulness
practice. The organizational and stakeholder goals were provided as a foundation for the
research methodology. A more in-depth understanding of the challenges faced by early
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 18
education teachers and the relationship of mindfulness practice will be explored in the following
literature review. Chapter Two provides additional research supporting the need to explore the
problem of practice, as well as an introduction to the Clark and Estes Gap Analytic Conceptual
Framework that guided the research study. Chapter Three details the knowledge, motivation and
organizational elements to be examined, and in Chapter Four, the data and results are assessed
and analyzed. Chapter Five of the study provides solutions, based on the literature, for closing
the gaps as well as recommendations for an implementation and evaluation plan for the
solutions.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 19
Chapter Two: Review of the Literature
Early education teachers face unique challenges within the teaching profession, including
lower wages and higher turnover rates, which lead to professional isolation (McGinty, Justice, &
Rimm-Kaufman, 2008). Teacher well-being is of significant concern, as teachers who feel
emotionally overwhelmed have higher attrition rates and are less effective in the classroom
(Zinsser, Christensen, & Torres, 2016). Early educators experience high levels of stress and
research indicates that increased levels of workplace stress are correlated with more conflict with
teacher-children relationships (Whitaker, Dearth-Wesley, & Gooze, 2015). The literature review
explores the negative influences on early education teachers’ well-being and introduces research
which demonstrates how teacher well-being is favorably impacted by teacher self-care practices,
including the practice of mindfulness (Gray, Wilcox, & Nordstokke, 2017). Upon review of the
literature, the focus turns to the Clark and Estes Gap Analytic Conceptual Framework,
specifically, the teacher motivation, organizational influences, and the teacher knowledge that
impact the mindful behaviors of early education teachers.
Early Education Teachers’ Well-Being
Early education provides a necessary academic foundation for students across the nation.
Nearly 50% of three and four-year old children attend an early education program (Jennings,
2015). According to a 2013 report from the National Survey of Early Care and Education, there
are approximately one million early education teachers and caregivers, employed at 130,000
centers (Administration for Children and Families, 2013). Early education serves as a readiness
program that provides a foundation for young students that can lead to later success. Mag (2010)
cites that critical workforce skills, including self-control, motivation, and persistence, are
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 20
developed at a young age. Given that such skills are established in young children, focusing
efforts on early education provides a foundation for building skills that can aid in future success.
Early education is of particular importance for children who are at risk. Preschool
programs favorably impact the achievement gap between at-risk students in comparison to their
peers who have more advantages (McGinty, Justice, & Rimm-Kaufman, 2008). Hall et al.
(2009) demonstrated that children whose development was considered to be at-risk, benefited
from attending high quality early education centers, as risk factors for development were
mitigated through early education efforts. Additionally, the High/Scope Perry Preschool Study
studied children ages three and four years old who were considered to be at-risk in Michigan,
between the years of 1962 and 1967. Using data from when the children turned 40 years of age,
the study demonstrated that the adults who participated in an early education program fared more
favorably; this included a higher percentage of employment, higher job earnings, and a lower
rate of individuals committing crimes (Belfield, Nores, Barnett, & Schweinhart, 2006). There are
tangible positive impacts of early education programs, including higher graduate rates and levels
of school preparedness, as well as lower teenage pregnancy and incarceration rates (Dilley &
Msall, 2009). Early education provides clear benefits for young children, however viewing the
early education system from a holistic perspective includes examining the role of the teachers
who are educating young students, particularly their sense of well-being.
Influence of Teacher Well-Being on Student Outcomes
Well-being speaks to the general state of mind of an individual and is grounded in two
separate philosophical orientations: hedonism and eudaimonia. Hedonism views the idea of
well-being in a lens of a positive affect while eudaimonia extends beyond the tenets of hedonism
and considers how an individual can reach full potential in life (Alahari, 2017). In the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 21
eudaimonic lens, the focus is on the personal accomplishment of individual goals and feelings of
autonomy and competence. It underscores the potential and self-efficacy of the individual
(Royer & Moreau, 2015). Well-being is dynamic, with roots in social, psychological and health-
related dimensions and behaviors. Professor Carol Ryff framed the concept of well-being into
six separate dimensions: autonomy; environmental mastery; personal growth; positive relations
with others; purpose in life; and self-acceptance (Bentea, 2017).
Students benefit when teachers report positive levels of well-being (McCallum & Price,
2010). Researchers cite the role teacher psychological health has on student development,
including their influence in building social and emotional competence of young students
(Zinsser, Christensen & Torres, 2016). Teachers play a key role in the development of positive
teacher-student relationships, which ultimately impact classroom engagement and academic
success (Spilt, Koomen, & Thijs, 201). Negative teacher well-being manifests into issues
including under-performance related to teaching responsibilities, as well as teacher absences,
which is linked with lower levels of student achievement. Additionally, teachers who report low
levels of well-being also report a reduced belief that they are capable of effectively managing
student behavior issues (Kidger et al., 2105). Teachers who experience high stress levels which
are not addressed, also experience negative feelings and “demonstrate passive, negative, or
indifferent attitudes towards their students” (Yu, et al., 2015, p. 705).
Early education teachers are key influencers in creating a classroom environment which
ultimately affects the experiences of their students (King, et al., 2016). Early education teachers
influence the emotional development of their young students by modeling reactions in the
classroom that are appropriate to the situation (Ahn, 2005). This can present challenges for early
educators, as the escalation of challenging student behavior negatively impacts a teacher’s stress
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 22
level, which manifests in the teacher responding in an emotionally negative manner, ultimately
reinforcing the negative student behavior (Friedman-Krauss, Raver, Neuspiel, & Kinsel, 2014).
Conversely, research supports the connection between the positive well-being of early education
teachers and the capacity to provide high quality education and care (Cumming, 2017). A study
of 238 female caregivers of young children demonstrated that the caregivers who demonstrated
higher levels of positivity provided a more supportive and respectful environment for the
children and were able to provide a higher level of instruction (de Schipper, Riksen-Walraven,
Geurts, & Derksen, 2008). Jennings and Greenberg (2009) demonstrated how a prosocial
classroom model within an early education environment can be used as an organizational
framework to explore the impact of a teacher’s well-being and social and emotional competence
(SEC), and their ability to provide quality classroom instruction. As hypothesized, teachers’
well-being and social and emotional competence favorably influenced a teacher’s ability to
create healthy relationships with students, effectively manage their classroom, and foster an
environment focused on social and emotional learning (Jennings & Greenberg, 2009).
Despite the research that demonstrates the influence teacher well-being has on students,
early educators are plagued with issues that negatively impact their well-being. Early education
teachers do not report high levels of well-being. Whitaker, Becker, Herman, and Gooze (2013)
investigated the well-being of Head Start early education teachers. Of the 2,122 female
participants who responded, the results demonstrated a frequency of overall negative well-being,
including poor health, diagnoses of depression, and frequent absences at work due to illness
(Whitaker, Becker, Herman, & Gooze, 2013). Early education teachers face challenging
emotional demands from their students which can impact their feelings of well-being. Andrew
(2015) noted that within the early education field, teachers must deal with the needs of parents
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 23
whom are “increasingly privileged at the expense of educators,” and therefore the teachers
require the absorption of “significant quantities of negative emotional expression” (p. 355).
Additionally, an international study of early education teachers highlights the organizational
demands which can impact well-being. Ugaste and Niikko (2015) studied 80 preschool teachers
and findings showed that there are “tensions between teachers’ pedagogical work and their
administrative tasks” as early education teachers face more stress in dealing with the increase of
non-teaching responsibilities in addition to their primary role of educating young students (p.
430).
The Impact of Stress on Early Education Teacher Well-Being
Stress is a result of a myriad of conditions, including dimensions of personal, familial,
occupational, emotional, and social factors which cause an individual to respond differently than
their normal functioning (Holeyannavar & Itagi, 2011). Since the mid-1930s, there has been
significant research exploring teacher stress, including a focus on causation and implications
(Erdiller & Doğan, 2015). When teachers face high levels of stress, it negatively impacts the
classroom environment, affecting both the students’ learning and behavioral development (Gray,
Wilcox, & Nordstokke, 2017). In looking specifically at the lens of teacher stress, it is often
classified under the general term of “burnout” which speaks to a level of emotional exhaustion.
The concept of job burnout is one that affects all types of industries, however, it is particularly a
problem for individuals who work in fields that are both interactive and emotional, which
includes the field of education (Luken & Sammons, 2016). Teaching is one of six occupations
that reported worse than average scores when considering factors such as health, well-being and
job satisfaction (Paquette & Rieg, 2016).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 24
Teaching is categorized as a human service occupation; the profession is based in a social
sphere and with that comes a level of uncertainty, a focus on emotions, and a need to provide
attention to others (Roeser, Skinner, Beers, & Jennings, 2012). There are several factors that are
unique to early education teacher stress. Teachers responsible for younger students face
particular levels of stress as the field of early education is changing rapidly and teachers face
growing pressure of meeting the social and emotional needs of young students (Hall-Kenyon,
Bullough, Mackay, & Marshall, 2014). The impact of student behavior problems on early
education teachers’ perceived job success also contributes to increased stress levels (Erdiller &
Doğan, 2015). Approximately 10 to 25 percent of young children exhibit behaviors that are
challenging and potentially disruptive. Disruptive behaviors include both verbal and physical
aggression, refusal to comply, tantrums, and destruction of property in a school environment
(Singh, Lancioni, Winton, Karazsia, & Singh, 2013). Burnout is common in early education
institutions due to various factors, including stressful interactions with parents, occupational
frustration, and conflicts with colleagues. In a study of 100 early education teachers, half of the
study respondents demonstrated signs of burnout from the profession (Hozo, Sucic, & Zaja,
2015).
Teacher stress manifests in work-related exhaustion; this leads to negative behaviors,
including lower tolerance for dealing with student behavior, less sensitivity to student needs and
less interaction with students (Pakarinen et al., 2010). Teachers who experience high levels of
stress are negatively affected through a reduced capacity to regulate their own emotions and
attention. This negatively impacts the level of relationships they are able to build with their
students (Neuenschwander, Friedman-Krauss, Raver, & Blair, 2017). Teacher stress can also
lead to negative self-efficacy and feelings about the professional field. Between 1991 and 1998,
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 25
there was a decline in the percentage of early education teachers who stated they would continue
to pursue their current occupation if they had the opportunity to make the decision again
(Wagner et al., 2013). Given the state of early education teacher well-being, and the research
that supports its importance to student outcomes, understanding what can potentially offer a
positive influence offers insight into the problem of practice.
Concept of Mindfulness
Mindfulness is emerging as an accepted individual and organizational-based practice that
can be utilized to create a more positive sense of well-being. The benefits of mindfulness have
been integrated into various professional fields, including healthcare, psychology and education
(Alahari, 2017). The word, mindfulness, is rooted in the Pali word sati, and speaks to the idea of
being aware in the present moment (Bodhi, 2000). The central tenet of mindfulness is attention.
Through the process of attention training, an individual can fully be aware of both internal and
external experiences in the present moment (Hülsheger, Lang, Depenbrock, Fehrmann, Zijlstra,
& Alberts, 2014). Mindfulness is framed in contemporary terms as a blending of both Eastern
and Western philosophy. The ancient Eastern approach focuses primarily on the use of
meditation, while the Western approach, which has roots in the field of cognitive psychology,
has grown in prominence in a contemporary application (Hede, 2010). The Western concept of
mindfulness is centered on two key mechanisms: self-regulating attention and viewing
experiences with a nonjudgmental awareness (Jennings, 2015). Mindfulness involves three
related mental dispositions, including a concentrated state of awareness, the ability to remain
calm and clear in the present moment, and the ability to withhold judgement or reactions in the
present (Roeser, Skinner, Beers, & Jennings, 2012).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 26
Mindfulness is embedded within a larger construct of contemplative practice. While the
foundation of contemplative practice is rooted within a spiritual context, and religious traditions
including, Buddhism, Christianity and Judaism, a contemporary application of the practice is
now being integrated with individuals from both faith-based and secular backgrounds.
Organizations within a variety of fields, including education, business, healthcare and law, are
integrating contemplative practices (Duerr, 2004). Contemplative practice is credited with
aiding in emotional self-awareness and facilitates the process of feeling connected with other
individuals, which positively influences well-being (Jennings & Greenberg, 2009). Hanley,
Warner and Garland (2014) examined the relationship between contemplative practice with both
psychological and subjective well-being and mindfulness. The results of the study demonstrated
that contemplative practitioners reported a significantly higher level of well-being (for both
psychological and subjective) and well as higher levels of mindfulness.
The practice of mindfulness has proven to have positive effects on both the health and
well-being of individuals, through the reduction of stress levels, enhanced cognitive functioning
and the development of stronger social connections (Alahari, 2017). Theorized benefits of being
present and employing focused attention include self-control, improved concentration, higher
levels of emotional intelligence and affect tolerance (Davis & Hayes, 2011). Good et al. (2016)
demonstrated that mindfulness practice has a positive impact on well-being outcomes, including
perceived stress levels, work-family conflict, mood, and sleep quality. Mindfulness also has a
positive impact on eudemonic outcomes, with the development of resilience and self-compassion
(Good et al., 2016). Individuals who spend time practicing mindfulness experience more
reductions in stress levels and mood disturbances (Meiklejohn, et al., 2012).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 27
Impact of Mindful Practice on Early Education Teachers
While most mindful practice programs in educational settings are designed for students,
there are emerging trends documenting the positive impact of mindfulness for teachers. Teacher-
based mindfulness interventions have positive effects on occupational burnout, as well as a
positive influence on overall well-being (Jennings & DeMarco, 2017). Teacher readiness
programs that incorporate mindfulness result in various benefits, including one’s ability to better
manage stress levels, increase their resistance, and improve their empathy (Trube, 2017).
Mindfulness programs explore how awareness and attention can be harnessed to regulate
emotions, reduce stress and build healthy relationships. Roeser, Skinner, Beers, and Jennings
(2012) demonstrated that teaching is a profession that requires both the ability to regulate
emotions and exhibit mental flexibility. Mindfulness training programs can be used to “promote
teacher’s ‘habits of minds,’ and thereby their occupational health, well-being, and capacities to
create and sustain both supportive relationships with students” (Roeser et al., 2012).
Additionally, Jennings (2015) examined the self-reported data of 35 early education teachers
which demonstrated that mindfulness practices favorably impacted a teacher’s psycho-social
characteristics, which in turn favorably impacted the teacher’s ability to sustain a positive
classroom environment. The practice of mindfulness also has a positive impact on reducing
stress levels. Wellness programs for educators that offer mindfulness as part of the initiative
provide teachers with the development and application of skills which can facilitate stress
reduction (Crain, Schonert-Reichel, & Roesner, 2017). Mindfulness has positive effects on how
individuals manage stress, including assessment of stressful situations and higher levels of
approach coping strategies versus avoidant coping strategies (Weinstein, Brown, & Ryan, 2008).
The practice of mindfulness provides teachers with increased levels of well-being, which
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 28
can impact their ability to perform in the classroom. Teacher-based mindfulness programs
favorably impact student behaviors (Singh, Lancioni, Winton, Karazsia, & Singh, 2013).
Becker, Gallagher, and Whitaker (2017) explored the positive effect of mindfulness on teachers’
relationships in the classroom. Using a study of 1001 classroom teachers in Head Start programs
in the state of Pennsylvania, the researchers demonstrated the positive, direct relationship
between dispositional mindfulness and teacher-student relationship. The researchers
hypothesized that early education teachers who experience higher levels of mindfulness have a
higher quality relationship with their students (Becker, Gallagher, & Whitaker, 2017).
Additionally, the practice of mindfulness brings attention, compassion and non-judgement,
which translates into the classroom with an increased ability for teachers to better manage
classroom behaviors in a compassionate manner (Grant, 2017). A study of 224 teachers who
participated in a mindfulness program demonstrated positive impacts, including less
psychological distress and adaptive emotional regulation (Jennings et al., 2017). Mindfulness
practice promotes self-regulatory skills which allows teachers to better manage classroom
demands, as well as create an environment of positive emotions (Harris, 2017).
As part of the framework of contemplative practice, the mindfulness-based stress
reduction (MBSR) program is one of the most cited, empirically supported interventions, and
also provides positive benefits for teacher well-being. Developed by Dr. Jon Kabat-Zinn in
1979, the program was established in a behavioral medical setting for individuals suffering from
stress-related pain. The program encompasses three primary mindfulness-based exercises,
including mediation, yoga, and the practice of body scanning on a weekly basis (Baer, Carmody,
& Hunsinger, 2012). The use of Mindfulness Based Stress Reduction (MBSR) programs
favorably impacts levels of compassion and teaching effectiveness (Flook, Goldberg, Pinger,
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 29
Bonus, & Davidson, 2013). A study of 113 teachers who completed randomized mindfulness
training not only showed increase levels of mindfulness, they also demonstrated more self-
compassion, more focused attention, and lower levels of work-related stress and occupational
burnout than the control group (Roeser et al., 2013). Mindfulness Based Stress Reduction
(MBSR) programs also have proven benefits within the field of teacher education. Hartigan
(2017) explored the impact of mindfulness practice on early education teacher candidates who
were pursuing a graduate degree. The results demonstrated that the practice of mindfulness
increased the study participants’ self-awareness levels and aided in the management of stress
levels.
Role of Stakeholder Group of Focus
Early education teachers play a central role in the development of young children. Jeon,
Buettner and Hurr (2016) described that within the context of early education, quality teaching is
measured in the framework of the teachers’ professional background and their classroom process
quality. Professional background includes their education level, specialized training and
teaching credentials. Classroom process quality takes into consideration the teachers’ interaction
with the students, their ability to manage the classroom, the effectiveness of the learning
activities and their influence in creating a stimulating learning environment (Jeon, Buettner, &
Hur, 2016). Considering the challenges faced by the early education teachers, a gap analytic
framework offered insight into the relationship between early education teacher well-being and
the practice of mindfulness.
Teacher Knowledge, Motivation, and Organizational Influences
A conceptual framework provided focus and purpose for a research study. For the
purposes of this particular study, the Clark and Estes (2008) gap analysis framework was utilized
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 30
to demonstrate the critical influences affecting the problem of practice. The gap analysis
framework prescribes a three-pronged approach, analyzing the motivation and knowledge of the
stakeholder group, as well as the organizational influences that relate to the organizational goal.
Stakeholder knowledge represents the first component of the conceptual framework. While there
are four dimensions of knowledge, including factual, conceptual, procedural, and metacognitive
(Rueda, 2011), the study focused primarily on the factual knowledge, conceptual knowledge and
metacognitive knowledge needed by the primary stakeholder group. Motivational influences
represented a key component within the conceptual framework, specifically, with utility value,
self-efficacy, and self-determination theory. The motivational lens provided insight into the
degree to which the stakeholder group embraced the concept of mindfulness and ultimately,
persisted with the practice to achieve the organizational goal. Motivation is influenced by both
internal and external factors, and the study explored the key roles that self-efficacy, self-
determination theory and utility value play. Organizational influences also played an important
role in looking at the gap analysis framework approach. The study specifically focused on the
material resources provided by the leadership team and how the organizational culture supported
and detracted from the stakeholder goal and organizational goal.
Knowledge and Skills Influences
While there are documented benefits of incorporating mindfulness, there are specific
knowledge influences needed by the early education teachers to ensure competency in
mindfulness and the facilitation of the consistent practice of integrating mindfulness within a
personal and professional context. Three types of knowledge are needed by the early education
teachers as related to this research study: factual, conceptual, and metacognitive. At the factual
level, the early educations need to articulate a definition of mindfulness, including all aspects of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 31
the construct. At the conceptual level, the early education teachers will need to understand the
theories and strategies of mindfulness, and then further integrate metacognitive knowledge to
demonstrate their own ability to successfully integrate the practice into their lives.
Knowledge types. The framework of knowledge includes four distinct dimensions of
cognitive processes: factual, conceptual, procedural, and metacognitive (Rueda, 2011).
Different types of knowledge are integral for understanding the complexity of an organizational
or societal gap. Factual knowledge refers to as a type of knowledge that is specific in nature; this
also incorporates the specific terminology within a (Rueda, 2011). Building upon factual
knowledge, is conceptual knowledge. Conceptual knowledge takes factual knowledge a step
further and is an understanding of the structural construct of the knowledge, including theories,
models and principles (Rueda, 2011). Johari, Ibrahim, and Mokhtar (2012) articulated that a
deficiency in conceptual understanding has consequences related to an absence of conceptual
usage in solving problems. For the context of the problem explored in the work, conceptual
knowledge is needed by the teachers to understand how mindfulness practices positively impacts
their levels of stress and overall well-being. In addition, the teachers need to recognize the
strategies they can utilize in order to practice mindfulness.
The last two dimensions of knowledge include procedural knowledge and metacognitive
knowledge. Procedural knowledge provides a more concrete context of knowledge; the focus is
on a process (Rueda, 2011). Procedural knowledge “refers to the awareness and management of
cognition, such as the ability to categorize new information” (Hussain, 2015, p. 133).
Metacognition takes the concept of procedural knowledge one step further and can be referred to
as the process of “thinking about thinking” and refers specifically to the knowledge that is
needed to understand and control one’s cognitive processes (Livingston, 2003, p. 2). In the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 32
context of the problem of practice, metacognitive knowledge represents a key construct as
research demonstrates the relationship between the theory of metacognition and mindfulness
(Hussain, 2015). The early education teachers will need to reflect on their own abilities to
integrate the practice of mindfulness so they can adjust how the approach understanding the
practice and integrating periods of being mindful.
Teacher knowledge influences. Examining the literature related to the factual,
conceptual, and metacognitive knowledge needed by the early education teachers is important as
the teachers need to demonstrate competency in mindfulness and integrate the consistent practice
of mindfulness. As most of the teachers did not have a strong foundational base of prior
knowledge before attending the training program, ensuring that they have an understanding of
what mindfulness entails after the completion of the training will be critical. Factual knowledge
is needed by the early education teachers in order to articulate the multi-faceted definition of
mindfulness. While the concept of mindfulness is complex, all individuals have the capacity to
integrate the practice within their lives (Brown et al., 2011). Conceptual knowledge is needed by
the early education teachers from two perspectives: how mindfulness can have a positive impact
on their well-being, and how they can integrate mindful practice within their daily lives.
Conceptual knowledge relates to the theories, models, and principles within a discipline
(Chevron, 2014). As conceptual knowledge looks to create connections between concepts and is
focused on building associations (Fisher, 2007), the teachers need to conceptualize the concept
into a framework that makes sense on an individual level. For the early education teachers, they
need to demonstrate an understanding of the theory behind mindfulness and how it can positively
impact their state of well-being. In addition, the teachers need to understand an effective model
of mindfulness that will be most feasible for their own practice. Looking within the lens of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 33
conceptual knowledge, the concept of prior knowledge proved to be advantageous within this
stakeholder group, as most did not enter the training program with a pre-assumed knowledge of
mindfulness. According to Cordova et al. (2014) prior knowledge may impede conceptual
change learning in that it may be in conflict with information that has previously been learned.
This lack of prior knowledge allowed the early education teachers to see the models of
mindfulness with a fresh perspective. From a conceptual level, it was critical for teachers to
understand the benefits of mindfulness in relation to well-being so they can apply the theories
and strategies for mindfulness within their own lives.
Delving deeper into the knowledge construct, metacognitive knowledge is needed to truly
integrate the practice of mindfulness, as it is not a “natural state of mind” (Jankowski & Hola,
2014, p. 67). Metacognitive knowledge is needed by the teachers to demonstrate an
understanding of the principles of mindfulness and assess their own desire to incorporate
mindfulness practice within their own daily routine. Livingston (2003) supported the idea that
cognitive strategies can be used to help one achieve a goal, while metacognitive strategies are
critical for ensuring that the goal has been realized. For example, cognitive strategy entails an
individual understanding a chapter reading, while the metacognitive strategy includes a self-
assessment to ensure there is an understanding of the reading (Livingston, 2003). For the early
education teachers, it was critical to move beyond conceptual knowledge, and demonstrate a
metacognitive understanding of how incorporating mindful practices favorably impacts their
personal life and professional performance. According to Jankwoski and Holas (2014), because
the practice of mindfulness does not equate to a natural state of mind, the mind needs to be
trained and a state of metacognition is needed as “multilevel processing is inherent in a
mindfulness state” (p. 68).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 34
Table 2 provides information specific to knowledge influences, knowledge types, and
knowledge influence assessments. As Table 2 indicates, there is a factual level of knowledge, a
conceptual level of knowledge, and a metacognitive level of knowledge needed by the teachers
to demonstrate competency in mindfulness and consistently incorporate mindful practices.
Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Assumed Knowledge Influences
Knowledge Influence Assessment
Factual: Teachers need to articulate the definition of
mindfulness.
Interview to assess teachers’
understanding of the definition.
Conceptual: Teachers need to understand the
positive impact mindfulness has on stress levels
and well-being
Interview to assess teachers’
understanding of the benefits of
mindfulness
Conceptual: Teachers need to recognize strategies
for integrating the practice of being mindful
Interview to assess teachers’
understanding of strategies that
can be utilized for being mindful
Conceptual: Teachers need to know how to
integrate mindfulness practice strategies into
their lives
Interview to assess teachers’
understanding of how to integrate
strategies in order to practice
mindfulness
Metacognitive: Teachers need to be able to assess
on a metacognitive level, how to train their brain in
order to consistently practice mindfulness
Interview to assess teachers’
metacognitive knowledge in
focusing their attention to integrate
mindfulness
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 35
Motivational Influences
The concept of motivation theory played a critical role in understanding the problem of
practice. Motivation can be defined as the analysis of one’s behavior; the concept explores the
factors that influence the start of a specific behavior, what energy forces sustain the action, and
ultimately what causes the action to end (Graham & Weiner, 2012). While the literature review
illustrated the benefits of mindfulness practice, the concept is new for the early education
teachers, and the resistance that entails given a social foundation may cause the teachers to be
skeptical of the impact of mindfulness. For the teachers in the study, utility value, self-efficacy,
and self-determination theory were critical drivers in assessing the willingness to participate in
mindful practices, with the goal of improving well-being.
Motivation includes both internal and external factors. Mayer (2011) theorized that
motivation is individualized, activating, energizing, and focused. In further looking at the
construct of motivation, Clark and Estes (2008) described the three indexes via which motivation
is demonstrated. First, individuals must make the active choice to pursue a goal. This is
followed by the evaluation of how the individual then persists in achieving the goal. Distractions
and changing interests may influence how individual stays committed to achieving the original
goal. Finally, when pursuing a goal there is a certain level of mental effort that is needed to
achieve the desired outcome. Individuals may vary in the level of effort they put forth in
working to achieve their established goal (Clark & Estes, 2008). While there are various theories
regarding the construct of motivation, specific components of motivation most relevant for the
stakeholder group include task value beliefs, self-efficacy theory, and self-determination theory;
all are integral parts in looking at motivational influences as related to the problem of practice.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 36
Teacher utility value for practicing mindfulness. Expectancy value theory proposes
that individuals calculate the perceived value of completing a task with the potential costs
associated with task achievement (Eccles, 2006). The teachers face competing priorities
throughout the workday. Therefore, it is imperative that they perceive value in devoting time
and energy to educating themselves about the practice of mindfulness. Durik et al. (2015)
demonstrated that there is a positive correlation for individuals who report utility value for a task
and ultimately engagement with the task; this will be critical for the teachers as they work
towards demonstrating competency in the practice of mindfulness. According to expectancy
value motivational theory, individuals perceive the value of a task under four distinct areas:
enjoyment expected or intrinsic interest; attainment value, which speaks to the sense of
alignment in value one feels in completing the task; the value that is perceived in achieving the
task as related to the individual’s future goals; and the potential costs associated with completing
the task (Eccles, 2006).
Utility value is a critical influence in examining the motivation of the primary
stakeholder group. Utility value refers to perceived usefulness of a task in relation to both
present and future goals (Vansteenkiste et al., 2004). The literature demonstrates that there is a
correlation between positive utility value and task interest. Individuals who report utility value
for a task demonstrate a corresponding engagement with the task, which can lead to positive
performance (Durik et al., 2015). If the teachers do not see the value in incorporating
mindfulness practices in relation to improved well-being, it is unlikely that they will demonstrate
a committed and consistent effort to practicing mindfulness. The concept of persistence is also
related to the concept of interest. Individual interest in a task is a more intrinsic and deeper
developed and long-term interest level; it is less influenced by external factors (Cordova, Sinatra,
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 37
Jones, Taasoobshirazi, & Lombardi, 2014). If the early education teachers develop an interest in
the concept of mindfulness they will be more likely to persist with the consistent practice.
Teacher self-efficacy to practice mindfulness. Self-efficacy speaks to an individual’s
belief that they are capable of achieving what they set out to do, and also influences individual
engagement in an activity (Maddux, 2009). Self-efficacy beliefs provide individuals with greater
advantages for success in various domains including work environments, sports, and academics
(Caprara, Barbaranelli, Borgogni, & Steca, 2003). Research focused specifically on teachers and
self-efficacy denotes the clarification of what is perceived as something teachers “can do” versus
what they “will do” with a focus on being on “can” which represents a “judgement of capability”
(Klassan & Chiu, 2010, p. 741). For the early education teachers, it is vital that they feel they are
capable of demonstrating competency in the practice of mindfulness; if not, there will be a
diminished level of effort towards achieving both the stakeholder and organizational goal.
Teachers must believe that they are capable of resisting the societal expectations of engaging
with dueling priorities simultaneously and in turn allocate time for mindfulness practices. Social
cognitive theory advances the importance of self-efficacy as it provides “the foundation for
human motivation, well-being, and personal accomplishment: Unless people believe that their
actions can produce the outcomes they desire, they have little incentive to act or to persevere in
the face of difficulties” (Pajares, 2006, p. 1). The stakeholder group needs to believe that they are
capable of integrating periods of being mindful, ultimately enacting positive change on their
well-being.
Teacher self-determination for practicing mindfulness. Self-determination theory also
provided insight into the problem of practice as it explores the theory of “self-motivated behavior
change” (Markland, Ryan, Tobin, & Rollnick, 2005, p. 815). Self-determination theory explores
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 38
the relationship between intrinsic and extrinsic motivation (Deci & Ryan, 2008), and outlines
three foundational psychological needs, including competence, relatedness, and autonomy
(Sheldon & Schüler, 2011). Self-determination theory (SDT), is “concerned with understanding
actions that are autonomous and volitional – that is, actions for which people feel a full sense of
choice and endorsement of an activity” (Deci & Ryan, 2008, p. 15). For the teachers who are
seeking to integrate the practice of mindfulness, the concept of intrinsic goal setting is
applicable. Intrinsic goals are focused inward, and include concepts such as personal growth,
health and feelings of affiliation (Vansteenkiste, Lens, & Deci, 2006). The concept of
mindfulness offers potential positive benefits related to both health and personal growth;
however, the onus is on the early education teachers to make that value assessment for
themselves as it influences their intrinsic motivation level. If the early education teachers
established the consistent practice of mindfulness as an intrinsic goal, they will be more
motivated to persist with the activity.
Table 3 identifies three motivational influences that focus on utility value, self-efficacy,
and self-determination theory. The following three influences will be integral in understanding
how the early education teachers interact with mindful practices.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 39
Table 3
Motivational Influences, Types, and Assessments for Motivation Gap Analysis
Assumed Motivational Influences
Motivational Influence Assessment
Utility Value:
Teachers need to see the value of
incorporating mindfulness practice
Interview to assess how important the teachers
see mindfulness practices in relation to their
quality of life and impact in the classroom
Self-efficacy:
Teachers need to believe that they are
capable of integrating mindfulness into
their daily lives
Interview and Self-assessment survey
Self-Determination Theory:
Teachers needs to demonstrate intrinsic
motivation for practicing mindfulness
Interview and Self-assessment survey
Organizational Influences
As outlined in the Clark and Estes (2008) gap analysis framework, organizational
influences impact performance. To better understand the organizational influences needed to
achieve the stakeholder and organizational goals, this section will explore the direct role
leadership plays in providing resources and ensuring an organizational culture that promotes
competency in the practice of mindfulness. Employees must be provided with concrete resources
to achieve the stated organizational goals, as there needs to be alignment between the
organizational culture and behavior (Clark & Estes, 2008). The leadership team of The Early
Learning Center consists of an Executive Director who oversees all operations of the institution
and is the direct liaison with the Board of Directors. The Director of The Early Learning Center
serves as the supervisor of the twenty early education teachers and supported the mindfulness
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 40
training program for the teachers that was held during Spring 2018. Continued support from the
Director includes providing materials resources for the teachers regarding mindfulness after the
training has occurred and creating an organizational culture that supports teacher competency
and engagement in the practice of mindfulness.
Material resources available after training. Prior to the training program, the teachers
at The Early Learning Center possessed limited knowledge – both factual and conceptual – in the
subject of mindfulness. While each teacher must learn the material, the teachers function within
a team-based organizational framework; collectively the teachers must have confidence that each
member of the organization can individually contribute to the organizational goal. Organizational
learning occurs when individual learning becomes part of a larger organizational construct; the
knowledge leads to actions that are embedded in the organization and supported by the culture of
the organization (Hasson, von Thiele Schwarz, Holmstrom, Karanika-Murray, & Tafvelin,
2016). The system of organizational learning can be broken down into the following sub
processes: information acquisition, distribution, interpretation, integration, and organizational
memory (Flores, Zheng, Rau, & Thomas, 2012).
The leadership team of The Early Learning Center was responsible for driving the
organizational learning process in regard to the practice of mindfulness. After the training was
completed by the external party, the leadership team had to ensure that they were furthering the
practice of mindfulness in the form of continued material resources. In order for the early
education teachers to consistently practice mindfulness, the following organizational support
needs to be in place. The information distribution process entails a collective sharing of
information; the leadership team needs to provide materials after the training is completed to
further the teachers’ competency in mindfulness. The Executive Director and Director need to
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 41
facilitate interpretation of the material in the practice of mindfulness. Once that level is achieved,
the leadership team will need to certify that there is a shared understanding of the material.
Creating a physical presence of the materials aids in creating a culture of competency (Flores,
Zheng, Rau, & Thomas, 2012), therefore the leadership team must ensure that they are providing
the teachers with materials related to the practice of mindfulness.
Organizational culture needs to support the practice of mindfulness. As defined by
Northouse (2016), leadership entails a focused attention on achieving common goals within an
organization. The leadership team at The Early Learning Center has previously announced a
commitment for the practice of mindfulness within the framework of the organization. For the
purpose of the research study, the organizational culture will impact how the teachers respond to
the educational resources provided regarding the practice of mindfulness and how that will
influence their ability to achieve the stakeholder and organizational goals. Culture can be
defined as “learned beliefs, values, rules, norms, symbols and traditions that are common to the
group of people” (Northouse, 2016, p. 428). In order for the teachers at The Early Learning
Center to demonstrate competency in the practice of mindfulness, they need to collectively
engage in learning about the construct and the practice needs to be embedded within the culture
of the organization. As cited by Northouse (2016), the leadership team at the center needs to
focus on values and norms. The learning will be influenced by the overall organizational culture
of The Early Learning Center. The Executive Director and Director must show their value for
mindful practice and integrate the practice within the organizational norms. Organizational
culture focuses on values, beliefs and assumptions held by leadership. These can either
positively impact how learning is viewed within the organization or conversely, impede how it is
accepted (Sanz-Valle, Naranjo-Valencia, Jiménez-Jiménez & Perez-Caballero, 2011).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 42
For the leadership team at The Early Learning Center, embedding the practice of
mindfulness within the organizational culture favorably contributes to the organizational goal.
This can be achieved directly through the actions, values and attitudes exhibited by the Executive
Director and Director. As Schein (1996) denoted, organizational culture comprises norms that
are accepted within an organization. The Executive Director and Director must demonstrate the
value of mindfulness and create a culture where demonstrating competency and consistent
engagement in the practice of mindfulness becomes part of the organizational fabric and is
perceived as a norm within the organization.
Table 4 identifies the cultural models and the cultural settings which will be integral in
understanding how the early education teachers will reach the stakeholder and organizational
goals.
Table 4
Organizational Cultural Models, Settings and Influences
Organizational Influence
Cultural Model Influence 1
The Center’s Leadership Team needs to provide time
during the day for the teachers to practice
mindfulness
Cultural Setting Influence 1
The Center’s Leadership Team needs to model the
practice of mindfulness through their own practice
Cultural Setting Influence 2
The Center needs to offer ongoing physical materials
and training in regard to the practice of mindfulness
Conceptual Framework
In the context of this particular study, the conceptual framework explored the interaction
between the teachers and the leadership team as representatives of the organization of The Early
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 43
Learning Center in achieving the stakeholder goal of demonstrating competency in the practice
of mindfulness. The practice of mindfulness enables consistency in behavior and serves as a
foundation for performance that is both high in quality and high in reliability (Capel, 2012). The
leadership team has to recognize the positive influence the practice of mindfulness has the
teachers individually, in addition to the holistic positive impact on the entire organization. The
teachers will not be successful in achieving their goal of demonstrating competency in the
practice of mindfulness unless the leadership team provides both educational resources and a
culture that supports the integration of the practice. Through the research questions explored in
the study, the relationship between the organizational culture and the teachers’ knowledge and
motivation is critical in achieving the organizational goal.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 44
Figure 1. Conceptual framework for assessing the organizational and stakeholder goals.
The conceptual framework diagram demonstrates the interrelated relationship between
the organizational culture and the teachers’ motivation and knowledge. As demonstrated by the
The Early Learning Center
Organizational culture to support the practice of
mindfulness
Resources to support competency in the practice
of mindfulness
Early Education Teachers
Utility Value in regard to recognizing the value
in demonstrating competency in the practice of
mindfulness
Self-efficacy in regard to the ability to practice
mindfulness
Self-Determination in regard to intrinsic
motivation needed to practice
Factual Knowledge, Conceptual Knowledge and
Metacognitive Knowledge in regard to the
practice of mindfulness
By March 2019, 100% of
teachers at The Early
Learning Center will
demonstrate competency in
the practice of mindfulness.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 45
conceptual framework, a clear commitment by the leadership team to support the practice of
mindfulness within the organization is the first critical step in achieving the organizational goal.
Creating an organizational culture that connects the purpose of one’s work is a powerful
motivator (McGregor & Doshi, 2015). Integrating the mission of the center and the impact of
the mindfulness practice in relation to the teachers’ well-being creates an organizational culture
focused on achieving the organizational goal. The data collection and analysis section of this
paper will explore the teachers’ perceptions about the organization’s support in their pursuit of
practicing mindfulness on a consistent basis.
In order for all teachers at The Early Learning Center to demonstrate competency in the
practice of mindfulness, there needs to be a level of understanding of the practice and a belief
that it is feasible to become competent in the practice. The achievement of the stakeholder goal
is not possible in an isolated vacuum; as such, it was critical to ascertain if the teachers felt that
they had the training and support in regard to mindfulness they needed in order to demonstrate
competency. As the practice of mindfulness represented a new and unfamiliar concept, there
was a high level of motivation needed by the teachers to dedicate time and energy to learn about
the concept and then consistently practice mindfulness. The first step focused on utility value
and ensuring that the teachers saw the value in becoming competent in the practice of
mindfulness. The second motivational construct is self-efficacy; the teachers need to believe that
they were capable of demonstrating competency in the practice of mindfulness. The third
motivational construct focused on self-determination theory, as the teachers need to establish a
level of intrinsic motivation related to the stakeholder goal. Finally, within the conceptual
framework, there was a focus on the knowledge needed by the early education teachers. Factual,
conceptual, and metacognitive knowledge constructs represented an important part of the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 46
conceptual framework, as the early education teachers needed to demonstrate competency in the
practice of mindfulness.
The conceptual framework demonstrates the symbiotic relationship between the different
variables of the research study. The leadership team at The Early Learning Center must establish
an organizational culture that supports mindfulness and provide the educational resources that
lead to the teachers’ knowledge attainment in regard to the practice of mindfulness. For the
teachers, knowledge constructs are critical and work in direct consort with the motivation and
organizational culture to achieve the stakeholder goal, and ultimately the organizational goal.
Conclusion
The literature review examined the benefits of mindful practice in relation to teacher
well-being. Given the scope of the research study, the literature review was focused within the
context of early education teachers. The literature demonstrated that early education teachers
experience high levels of stress which negatively impact well-being and established the positive
relationship mindfulness practice has on teacher well-being. The review was embedded within
the Clark and Estes Gap Analytic Conceptual Framework (2008), specifically, the teacher
motivation, organizational influences, and teacher knowledge that impact the mindful behaviors
of female early education teachers. Chapter three will present the study’s methodological
approach and include a description of the validation process of the assumed teacher motivation,
organizational influences and teacher knowledge.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 47
Chapter Three: Methods
The study focused on the knowledge and motivation of the early education teachers, and
organizational resources related to demonstrating competency in mindfulness and integrating
mindfulness practice. For practical purposes, the stakeholder group to be focused on in this
analysis were the female teachers at The Early Learning Center. As such, the following research
questions guided this study:
1. What is the teachers’ motivation and knowledge related to demonstrating competency
in the practice of mindfulness?
2. What is the teachers’ motivation and knowledge related to integrating periods of
mindfulness during their workday?
3. What is the interaction between the organizational culture of The Early Learning
Center and the teachers’ knowledge and motivation related to the practice of
mindfulness?
Participating Stakeholders
The purpose of this study was to explore the knowledge, motivation and organizational
influences related to early education teachers demonstrating competency in mindfulness and
incorporating mindfulness as a means to positively impact well-being. The site of the study was
The Early Learning Center, based in Pennsylvania. The participating stakeholders consisted of
the female early education teachers. The organization employs twenty full-time teachers;
nineteen are female teachers and one teacher is male. The majority of teachers employed as
early education teachers in the United States are female (“Household averages,” 2017), therefore,
the research study focused specifically on the female teachers at The Early Learning Center. As a
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 48
requirement, the study participants completed the mindfulness education program conducted at
The Early Learning Center in April and May 2018.
Sampling Criteria and Rationale
The research methodological approach for the study was mixed methods as it combined
both qualitative and quantitative data collection instruments. A convergent parallel mixed
methods design was utilized in the study. This type of design is used when the researcher seeks
to obtain data related to the same concepts and constructs (Creswell, 2014). A survey was
administrated, followed by qualitative interviews. For the purposes of the study, the following
criteria supported the sampling decision and rationale.
Criterion 1. The sample size was both purposeful and limited. Homogeneous sampling
represents a methodology which enables the researcher to limit the focus of the study to
approximately eight individuals, allowing for a more reflective understanding of a topic (Johnson
& Christensen, 2015). As the goal of the study was to gain an in-depth understanding of how
mindfulness can positively impact the well-being of female early education teachers,
homogeneous sampling was used and the sample population was the female early education
teachers at The Early Learning Center.
Criterion 2. Eight to twelve female teachers were selected to comprise the survey
sample for the survey completion and interviews. An in-depth understanding of the topic was
needed; therefore, a smaller sample size allowed for a more comprehensive and reflective
analysis of the results. The eight to twelve teachers utilized for the study sample were recruited
on a voluntary basis.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 49
Data Collection and Instrumentation
Data collection was obtained through the use of a survey and interviews. The research
questions for the study guided the strategy of the data collection process as well as the
development of the instruments which were used. As the researcher sought to gain an
understanding of the early education teachers’ perceptions about mindfulness, their competency,
and their motivation to integrate the practice, utilizing a survey allowed the research to better
assess the teachers’ relationship with mindfulness in terms of efficacy. The interview process
allowed the researcher to gain a deeper understanding of the teachers’ knowledge and motivation
related to the practice of mindfulness, as well as explore the organizational influences that
affected the teachers and their commitment to mindfulness.
Surveys
It was critical to assess the gap between the early education teachers’ perceptions about
mindfulness and their knowledge and motivation to demonstrate competency in mindfulness and
practice mindfulness, as well as how the organizational culture has influenced their practice. In
addition to qualitative interviews, a survey was utilized. Ideally, a survey would integrate
questions developed by the researcher in response to the research questions. However, given that
the sample size of the research population consisted of less than twenty individuals, an externally
developed survey that was better suited for a smaller sample size was given to the early
education teachers after the completion of the training program. The Mindful Attention
Awareness Scale (MAAS) offered an individual-based analysis and is recognized as one of the
most widely utilized measures of mindfulness, “exhibiting promising psychometric properties
and theoretically consistent relationships to brain activity, mindfulness-based intervention (MBI)
outcomes, and mediation of MBI effects,” (Van Dam, Earleywine, & Borders, 2010, p. 805).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 50
The instrument is a 15-item survey using a six-point Likert scale; there is evidence of construct
validity as the Cronbach alpha in the original study was .92 (Brown & Ryan, 2003). Utilizing
the Mindful Attention Awareness Scale offered insight into how efficacious the early education
teachers were in integrating a mindfulness practice.
For this research study, the survey was administered. The survey population sample
included all English speakers, so the survey was administrated in English, with no need for
translation. Convenience sampling was used, as the survey was administered to teachers who
were on-site, had completed the mindfulness training program, and were available and willing to
be part of the research study (Fink, 2013).
Interview Strategy and Rationale
The primary qualitative data collection method consisted of interviews. Interviews serve
as the most commonly used data collection method and allow the researcher to gain information
from a study participant in an individual manner (Merriam & Tisdell, 2016). The interview
process recognizes the value of one’s perspective and meaning on the topic (Patton, 2002). A
critical part was to understand the perspectives of the early education teachers who served as the
key stakeholder group. Conducting interviews in this study allowed the researcher to gain
insight in regard to the study participants and the relationship with the practice of mindfulness
within both an individual framework, and an organizational framework.
Interviews
Interview protocol. The interview protocol for the research study followed a semi-
structured approach. In general, an interview process embedded within a qualitative data
approach follows a less formalized process, and using a semi-structured approach allows for
more flexibility, as well as provides more opportunity for an organic flow within the interview,
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 51
including follow-up questions (Merriam & Tisdell, 2016). Given that the stakeholder group of
early education teachers had limited experience both serving as study participants, and with the
study subject of mindfulness, the flexibility to follow-up with probing questions was important.
Patton (2002) described six types of interview questions: experience and behavior
questions; opinion and values questions; feeling questions; knowledge questions; sensory
questions; and background / demographic questions. For this study, the researcher sought to
understand the early education teachers’ knowledge and motivation in regard to the practice of
mindfulness. As the study needed to ascertain the knowledge of the early education teachers and
their motivation levels in regard to mindfulness, the types of questions used were experience and
behavior questions, values questions, feeling questions, and knowledge questions. Experience
questions establish a foundation of the actions and behaviors of an individual, while values
questions explore one’s belief on a subject. Feeling questions consider the emotions of the study
participant; questions focused on knowledge explore the factual knowledge one contains about
the subject (Patton, 2002). All four types of interview questions worked together to provide a
foundation of information in response to the research questions of the study.
Interview Sampling Criteria and Rationale
Qualitative interview questions are framed to obtain open-ended answers, which provide
more in-depth analysis than a survey and provide additional insight regarding a participant’s
thoughts, feelings and motivation (Johnson & Christensen, 2015). The following criteria were
utilized for the interviews.
Criterion 1. Qualitative interviews serve as an effective data collection method when the
researcher is able to be on-site and develop a relationship with the study participants (Johnson &
Christensen, 2015). For the study project, the researcher was on-site to conduct in-person
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 52
interviews. The researcher established dates with the Director of the center to be on-site and
meet individually to interview the study participants.
Criterion 2. Informal conversational interviews provide a less structured format and
allow for new topics to be explored based on the course of the answers provided by the study
participants (Johnson & Christensen, 2015). Given the in-depth analysis as required by the
research questions, it was critical that the questions were open-ended and allowed for the study
participants to openly share their opinions and views about the topic (Creswell, 2014).
Qualitative Interviews
Following the administration of the survey, qualitative interviews were conducted. The
interview procedures included one-on-one interviews with each of the study participants. Each
interview session was conducted one time. Weiss (1994) described the interview process as a
partnership between the interviewer and the respondent; such a partnership is critical in obtaining
information that is useful for the study. In this study, the researcher scheduled the interviews to
be held on-site at the teacher’s early education center and a private room was requested for the
interviews. This setting ensured that the teachers were not inconvenienced with travel
requirements for the interview, and it also allowed for privacy so the respondents felt
comfortable answering the questions. Upon receiving permission for the study participants, the
interviews were recorded with a digital audio recorder. The researcher also took notes during the
interview process. For the purposes of data analysis, verbatim transcription was the most
effective method; this was completed after all of the interviews were conducted (Merriam &
Tisdell, 2016).
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 53
Data Analysis
Data analysis is a dynamic process and one that provides meaning to the data that was
previously collected (Merriam & Tisdell, 2016). For the study, the researcher utilized both
quantitative data analysis, as well as qualitative data analysis. The results and finding from both
data collection methods offered insight into the larger research study.
The survey was administered through the software Qualtrics and the data was analyzed
using the report functions found within the software package. The data was analyzed using a
data set based on the teachers’ responses to highlight measures of means and standard deviations.
The Cronbach alpha for the survey was .77. The analysis of the survey data provided insight in
regard to the teachers’ feelings of efficacy as related to the practice of mindfulness.
After the qualitative interviews were conducted, the researcher transcribed each of the
interviews. Upon completion of the transcription process, analytic codes were developed in
support of the conceptual framework. Utilizing the conceptual framework, focusing on the
knowledge and motivation of the early education teachers, and the organizational culture, the
interviews were coded and emergent themes were identified by the researcher. The emergent
themes from the interviews were utilized to gaps in the research study.
Credibility and Trustworthiness
With any research study, it is important that the researcher provides a contribution to the
field with data that is both believable and trustworthy (Merriam & Tisdell, 2016). As Maxwell
(2013) noted, it is imperative that the researcher not fall into the trap of relying on general
“boilerplate” language to ensure that the study results are credible; the onus is on the researcher
to develop actual strategies that will be utilized in the study to ensure that the researcher’s
analysis is trustworthy. The strategies used in this research study to ensure that there was
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 54
credibility and trustworthiness was the use of rich data and respondent validation (Merriam &
Tisdell, 2016). As the primary instrument of the data collection process, the researcher in this
study ensured that there was rich data by taking detailed notes in the interviews, as well as
having a full transcription of the interviews. During the interview process, the researcher
conducted on-site respondent validation and in-person member checks. The researcher also kept
a journal to offer further reflection on the interview responses (Merriam & Tisdell, 2016). The
strategy of taking detailed notes, transcribing the interviews, conducting on-site respondent
validation, and in-person member checks, along with keeping a journal, allowed the researcher to
ensure credibility and also ensured that the results were perceived within the field as trustworthy.
Validity and Reliability
The issue of validity and reliability is extremely important with any research study.
Validity speaks to whether or not the data collection instruments are measuring the appropriate
items (Salkind, 2107). In quantitative research, there are several methods that can be used to
determine validity, including content validity, predictive or concurrent validity, and construct
validity (Cresswell, 2014). Given that the survey instrument was developed by an expert with
experience and knowledge in the field of mindfulness, there was a high level of construct validity
in that there were “adequate definitions and measures of variables,” built in within the survey
(Cresswell, 2014, p. 242). For the purpose of this research study, it was important that there was
content validity, in that the survey questions aligned with the research questions to ensure that
what is intended to be measured is actually measured. Utilizing the Mindful Attention
Awareness Scale directly addressed the second research question in the study as it sought to
understand if the early education teachers were efficacious in their pursuit of integrating periods
of being mindful throughout the day.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 55
Reliability is also an important consideration in a quantitative research study, as it
explores the stability of the instrument and the consistency of the answers of the respondents.
For researchers, it is critical to ensure that the data collection instruments would work
consistently across survey respondents (Salkind, 2017). Reliability examines the internal
consistency of the study results and whether there was consistency in how the test was
administered and scored (Cresswell, 2014). There are four types of reliability: test-retest
reliability; parallel forms of reliability; internal consistency reliability; and interrater reliability
(Salkind, 2017). Cronbach’s alpha is recognized as a measure of reliability. A Cronbach alpha
for the survey with the early education teachers was calculated to measure the internal reliability.
The Cronbach’s alpha in this study was .77. The result is within an acceptable value of alpha, as
it is within the range of 0.70 to 0.95 (Tavakol & Dennick, 2001).
For the purpose of the survey used in this research study, there could have been an issue
when looking at higher levels of self-reporting. Social desirability bias speaks to the “over-
reporting of desirable behaviors, and the under-reporting of undesirable behaviors” (Bowling,
2005, p. 285). As noted by Bowling (2005), approaches to potentially offset this bias include a
confidential data collection process, indirect questioning, and correlating responses with
measures of social desirability. Given that the survey was conducted online, the researcher
sought to gain reliable results through confidential data collection, which provided insight into
the early education teachers’ level of self-efficacy in regard to mindfulness practice.
Ethics
Ethics is a key consideration in the research process; as such, it is critical that during the
data collection and analysis process, the researcher adheres to established ethical standards
(Merriam & Tisdell, 2016). Ethical codes guiding the research process include the concepts of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 56
informed consent, voluntary participation and minimization of unnecessary risk (Glesne, 2011).
The concept of informed consent was important, as the stakeholder group had limited knowledge
and previous participation with research studies. The researcher explained the purpose of the
study and was transparent in the data collection process. As the researcher sought to gain
participants for the study, the researcher did not coerce or force participation; participation in the
study was understood by the stakeholder group as voluntary (Creswell, 2014). A critical part of
the study was to follow the guidelines of informed consent.
Consent was established with the research participants after an organizational training on
mindfulness was completed by an external party. The researcher worked with the Director of
The Early Learning Center to communicate with the teachers and ask for voluntary participation;
the goal was to gain eight to twelve participants from the total teacher population of nineteen
female teachers. The researcher clearly explained that participation in the study was voluntary
and that they could stop participation if they chose to at any point in the research study (Glesne,
2011). Once the participants had been identified, the researcher asked each teacher to review an
information sheet. Once the consent protocol was achieved, the researcher proceeded with the
qualitative interviews.
In regard to the data collection process, there were continued ethical obligations to
consider. As a researcher, it is imperative that one demonstrates respect for the study
participants and the site; the researcher needs to be honest and transparent in all communications;
and the researcher must be mindful and demonstrate respect for any potential power imbalances
(Creswell, 2014). In considering the reliability and validity of the research study and its results,
it was critical to explore the relationship the researcher has with both the study participants and
the subject matter. While the researcher did not have a formal relationship with the study
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 57
participants, it was unrealistic to underestimate the dynamic relationship that occurs when
conducting on-site interviews (Maxwell, 2013). Power dynamics was not an issue in the study, as
a I was an external party and did not have any influence over the teachers or their employment
status.
In regard to data analysis, it was imperative to recognize that as the researcher, I was the
primary instrument in data collection and analysis, there is inherent bias that may impact the
study (Merriam & Tisdell, 2016). I was responsible for securing the facilitator who conducted
the mindfulness training. I did provide the training facilitator with background information in
regard to mindfulness, however, I was not present for any of the training sessions, nor did I have
contact with the facilitator regarding the specifics of the content which was covered in the
training sessions. I also instructed both the training facilitator and the Director of the center to
exclude any mention of my name and involvement in the training program. I have previously
made financial donations to the organization and am a former member of the Board. Given my
previous relationship with The Early Learning Center, it was critical that I reflected on my
former role and how my opinions and values about the mission of the organization could
potentially influence how I collected and analyzed the data. It was important that I was mindful
of assumptions and biases in evaluating the results, and therefore utilizing researcher journals
and reviewing the instruments of other researches aided in the credibility of the research study,
and the potential of the knowledge gained from exploring the impact of mindfulness practice and
early education teacher stress.
Limitations and Delimitations
As with any research study, there were limitations and delimitations within the project
scope. Limitations are the elements within a study that are not in control of the researcher.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 58
Limitations are included within the method, design, and approach of the study (Nenty & Netnty,
2009). In this study, a limitation was the small population size of the early education teachers.
The organization employs 20 teachers, 19 which are female, therefore the stakeholder group was
limited in size. An additional limitation of the study was the issue of social desirability given the
nature of the research topic. Social desirability bias was an issue with both the qualitative
interview process as well as the quantitative data collection process of utilizing a survey. Social
desirability speaks to possible misrepresentation of the respondent, aligning responses with
perceived socially positive qualities and limiting negative qualities (Preti & Miotto, 2011). As
such, I took steps to ensure that there were strategies in place in an effort to offset such issues,
including a confidential data collection process and internal member checking within the
interview process as needed. A final limitation was the structure of when and how the interviews
were scheduled. The interviews were scheduled during the work day when the children were at
the center, and this may have influenced how much time the teachers felt they could spend in the
interview sessions.
Delimitations are the elements within a research study over which the researcher has
control, and references how a researcher focuses a study (Nenty & Nenty, 2009). For this
research study, limiting the scope of stakeholder participants to the female early education
teachers was a choice made by the researcher. This decision was made based upon the
demographic trends nationally in regard to the early education profession, and as a means to
target a training program focused on the knowledge and motivation of female early education
teachers.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 59
Conclusion
As the research methodological approach for the study was mixed methods, the data
collection methods must support the approach. The two key data collection methods for the study
were surveys and interviews. The researcher had direct access to the study participants and
served as the key instrument for collecting the data. Utilizing more than one form of data
collection increased the validity and credibility of the study (Merriam & Tisdell, 2016).
Surveying the participants provided a baseline of information that was used in developing the
protocols for the interviews and observations. Conducting interviews allowed the researcher to
obtain additional information from follow-up questions; the approach was more in-depth than
utilizing only a survey.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 60
Chapter Four: Results and Findings
The purpose of the research study was to explore and analyze the organization’s
performance related to a larger problem of practice of early education teachers and negative
feelings of well-being. The analysis focused on the knowledge and motivation of the early
education teachers, and the organizational influences of The Early Learning Center. While a
complete study would include all stakeholders, for practical purposes, the stakeholder group on
which this analysis focused on was the female teachers at The Early Learning Center. As such,
the following research questions guided this study:
1. What is the teachers’ motivation and knowledge related to demonstrating competency in
the practice of mindfulness?
2. What is the teachers’ motivation and knowledge related to integrating periods of
mindfulness during their workday?
3. What is the interaction between the organizational culture of The Early Learning Center
and the teachers’ knowledge and motivation related to the practice of mindfulness?
The stakeholder group for the research study consisted of nineteen, female, early
education teachers. Both quantitative and qualitative data collection methods were utilized. For
the quantitative data collection, a survey was sent to the teachers from the Director of The Early
Learning Center. The survey was the Mindful Attention Awareness Scale (MAAS) developed
by Brown and Ryan (2003). The survey is a 15-item scale used to evaluate the “presence or
absence of attention to and awareness of what is occurring in the present” which is “foundational
to mindfulness” (Brown & Ryan, 2003, p. 824). The responses for the Mindful Attention
Awareness Scale (MAAS) indicate the frequency of experiences described using a 6-point Likert
scale, with “1” stating that it almost always happens to “6” which states that it almost never
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 61
happens. Scoring for the MAAS is a calculation of the average of the responses; a higher
number indicates a higher state of mindfulness. Eleven teachers at The Early Learning Center
completed the online survey. The survey results were anonymous and were collected within six
weeks of the conclusion of the mindfulness training held at the center in the Spring 2018. The
results of the Mindful Attention Awareness Scale (MAAS) were analyzed for the quantitative
results of the study.
Ten early education teachers were interviewed for this study. The interviews were
conducted for qualitative analysis. An email request to participate in the interview process was
initially sent by the Director of The Early Learning Center; response for the interviews was
initially low with only four teachers responding. An incentive was then offered for a drawing of
a $50 gift card for all teachers who agreed to participate in the interview process. With the
incentive offered, six additional teachers responded to the request. While ten interviews were
conducted, one was not used for analysis purposes since the respondent was part of the
administrative team at The Early Learning Center and was not employed primarily as a teacher at
the center. For each interview, there were nineteen questions asked; additional follow-up
questions were asked when deemed appropriate by the interviewer. All interview respondents
were teachers at The Early Learning Center and all were female. The interviews were conducted
within six weeks of the conclusion of the mindfulness training held at the center for the early
education teachers. The interviews were conducted on-site at The Early Learning Center. The
teacher responses were reported out with no identifiers. Responses to the questions were
recorded and transcribed by the researcher. The results have been placed in a secure location and
have not been shared with any external parties. The responses were analyzed for the qualitative
findings of the study.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 62
Developed themes. An analysis of the survey results and the interview findings of the
early education teachers established three themes, related to the initial research questions. The
themes related specifically to the teachers’ knowledge and motivation related to demonstrating
competency in mindfulness and integrating the practice. The early education teachers
participated in a three-part, in-person training program focused specifically on mindfulness in
April and May 2018. After the training, it was important to explore the knowledge of the early
education teachers in regard to their understanding of the concept of mindfulness. As the
stakeholder performance goal was that 100% percent of the early education teachers would
demonstrate competency in the practice of mindfulness, it was critical to explore how the
training prepared the teachers to reach the goal. Considering the knowledge construct of the
research study, the qualitative interviews demonstrated that while the teachers could clearly
articulate the benefits of integrating a mindfulness practice, there was still a knowledge gap in
regard to defining the practice and offering clear strategies to employ mindfulness.
The second theme which was explored focused on the motivation of the early education
teachers to demonstrate competency in mindfulness and integrate the practice into their daily
lives. Motivation is a complex construct, and the research study explored specifically the
motivational influences of utility value, self-efficacy, and self-determination theory. The
teachers demonstrated value for the practice of mindfulness, as they could articulate benefits of a
mindfulness practice as related to both their professional and personal lives. The teachers also
demonstrated a level of self-efficacy in regard to practice mindfulness, as indicated in the survey
results. However, the teachers could not articulate a variety of strategies for a mindful practice
nor was there a strong display of interest in employing a mindfulness practice, which negatively
impacts the teachers’ motivation in regard to self-determination theory.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 63
The third research question focused on the interaction between the organizational culture
of The Early Learning Center and the teachers’ knowledge and motivation in regard to
demonstrating competency in mindfulness and integrating the practice. The teachers noted
support from the leadership team at the center, however, analysis of the interview responses
demonstrated a gap in the training that was provided in regard to the teachers’ knowledge.
While the leadership team at the center clearly supports the teachers’ quest to integrate
mindfulness, more direct action, including additional training, modeling of the practice, and
designated break times away from the classroom, is needed to reach the organizational and
stakeholder goals.
Knowledge Results and Findings
One of the key research questions for this study was to analyze whether the teachers had
adequate knowledge in understanding the practice of mindfulness, specifically exploring what
the teachers’ knowledge is related to demonstrating competency in mindfulness. Knowledge is a
construct with four distinct cognitive dimensions: factual, conceptual, procedural, and
metacognitive (Rueda, 2011). For the purposes of the research study, the knowledge constructs
of factual knowledge, conceptual knowledge, and metacognitive knowledge were explored to
determine knowledge gaps as related to the research questions.
Finding 1: The Early Education Teachers Cannot Fully Define the Concept of Mindfulness
For the early education teachers to demonstrate competency in the practice of
mindfulness, a baseline of foundational knowledge is needed. Factual knowledge encompasses
the specific terminology within a domain (Rueda, 2011). As part of the qualitative interviews,
the early education teachers were specifically asked if they could define the term mindfulness.
All nine interviewees were able to offer some type of definition, however, in analyzing the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 64
results, a theme emerged that the teachers do not have a shared meaning or common language to
describe mindfulness. Two of the teachers framed the definition of mindfulness more on actions.
When asked to describe mindfulness, one teacher noted that “what I do, I practice, I try
meditation.” Another teacher focused on “rest and exercise and…. good nutrition” as part of
mindfulness. Seven of the teachers offered a more specific definition of mindfulness. One
teacher stated that mindfulness is “paying more attention and being more thoughtful to your
actions and surroundings.”
The idea of being present was a theme that was referenced by the teachers. Four of the
nine teachers interviewed (44%) specifically referenced the concept of being present when asked
to describe the practice of mindfulness, seeing it as a focus on “the present” and did not consider
the concepts of awareness or refraining from judgements. One interviewee stated that
mindfulness is “living in the moment.” Another stated that mindfulness is “not overthinking
things and living more in the moment.”
Although the teachers all participated in the training about mindfulness, their definitions
varied and took on the characteristics of a more loosely defined concept. Mindfulness is defined
as being aware in the present moment (Bodhi, 2000) and is comprised of three core elements.
With a focus on regulating attention, mindfulness focuses on one’s concentrated state of
awareness, the ability to remain calm and clear in the present moment, and the ability to withhold
judgement or reactions in the present (Roeser, Skinner, Beers, & Jennings, 2012). From the
interviews with the teachers, it was clear that there was a factual knowledge gap in regard to
defining mindfulness. None of the nine teachers were able to clearly identify all three
components of a mindful practice.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 65
The concept of awareness is a key tenet of the practice, and the early education teachers
did not consistently demonstrate an understanding of the relation of awareness in regard to
mindfulness. Of the nine interviews completed, only two reflected on the other aspects of the
multi-faceted definition of the concept. One teacher simply defined mindfulness as “awareness.”
Another teacher defined mindfulness as an action that requires one to pay “more attention and
being more thoughtful” of one’s “actions and surroundings.”
Mindfulness is a complex construct. While contemporary media seeks to position the
concept as accessible to all, the interview results demonstrate the complexity in understanding
the concept of mindfulness. The teachers collectively saw the construct in simplistic view; none
of the teachers spoke to all facets of the concept, and none spoke specifically about the aspect of
judgement. Mindfulness is defined as “the awareness that emerges through paying attention on
purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by
moment” (Kabat-Zinn, 2003, p. 145). While the teachers cited the concept of being present as an
aspect of mindfulness, none of the teachers focused on the final critical component of the
definition – being non-judgmental. The interviews demonstrated that additional training is
needed in order for the teachers to demonstrate factual knowledge in understanding the concept
of mindfulness.
Finding 2: The Early Education Teachers Cannot Articulate Multiple Strategies for
Integrating a Mindfulness Practice
The research study sought to understand the knowledge needed by the early education
teachers to integrate the practice of mindfulness within their daily lives. The type of knowledge
which influences the practice of mindfulness extends beyond a factual level and focuses on a
conceptual understanding of mindfulness. Conceptual knowledge represents an understanding of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 66
a knowledge construct, including the theories, principles, and models (Rueda, 2011). For the
purposes of the research study, understanding specific mindfulness strategies is a critical
component for the early education teachers to reach the stakeholder goal. Without an
understanding of how to practice mindfulness, it is unrealistic to expect the teachers to
consistently integrate the practice within their daily routines.
All nine teachers who were interviewed were able to articulate at least one strategy to
integrate mindfulness, although the responses demonstrated a hesitation to answer and ambiguity
in their answers. One teacher stated she was “just hearing about mindfulness” and was not able
to offer specific strategies. When asked about specific strategies someone could employ to
practice mindfulness, another teacher responded “Find someone to teach them…That’s probably
number one…you can’t just start it.” The teachers collectively did not demonstrate confidence
in their answers, nor did they demonstrate clarity in articulating a variety of strategies. One
teacher showed hesitation in answering, and her response reflected a sense of uncertainty; after
several pauses, she provided a broad answer of “I guess, paying more attention and being more
thoughtful to your actions and surroundings…and stuff.” While mindfulness does require a
focus on attention, the response does not provide a level of depth of conceptual knowledge in
regard to specific strategies the teachers can employ to be mindful.
Other responses from the teachers offered strategies which demonstrated a lack of
understanding in regard to what mindfulness fully entails. When asked about specific strategies
that could be used to be mindful, one teacher admitted that she did not know if her responses
constituted being mindful. She stated, “I’ve thought about the ideas, but I don’t actually know if
it’s mindful. At home, you can probably use the mindful videos, and when you are in the
bathtub and relax, just don’t think about anything.” Another teacher limited her response to the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 67
idea of simply, “to stop and breath.” The response from the teacher not only demonstrates a
sense of uncertainty about specific strategies, it also highlights the blurring of the concept of
mindfulness and relaxation. This was reinforced by another teacher who stated, that a strategy to
be mindful was “just having some alone time, to clear your mind…. some time to take care of
your body.” Another teacher responded that mindfulness was about “finding things that you like
to do personally that make you happy and trying to find time each day to fit that into your
schedule.”
The interview responses indicate there is not a clear – nor collective – understanding of
strategies that can be employed for mindfulness. While the teachers were able to provide a
response to the question, there is a deficit of conceptual knowledge in regard to the types of
activities and strategies that can be utilized for a mindfulness practice. According to the Mayo
Clinic, strategies for employing a mindfulness practice include breathing exercises, body scan
meditation, sitting meditation, and walking meditation (“Mindfulness exercises,” n.d.), which
were not demonstrated collectively by the teachers in the interviews. In the mindfulness training
held at the center for the teachers in May and April 2018, the instructor shared examples of how
to be mindful, with a specific focus on breathing. However, even with a session focused on the
strategy of how to incorporate breath as part of a mindfulness practice, the responses from
teachers did not collectively share breathing as a specific strategy.
The knowledge gap presented by the research findings is further explored later in the
chapter, as the study seeks to understand the relationship between the teachers’ ability to
demonstrate competency in the practice of mindfulness, and their perceived capacity and
motivation to engage in the practice. While the results from the Mindful Attention Awareness
Scale (MAAS) survey indicate that the teachers feel efficacious in pursuing mindfulness, the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 68
interview findings reveal that there is a knowledge gap with the teachers in understanding how to
employ a mindfulness practice. As the research questions seek to understand the teachers’
knowledge as related to demonstrating competency in the practice of mindfulness, as well as
integrating the practice of mindfulness within their daily lives, a lack of knowledge in regard to
strategies for practicing mindfulness negatively influences the teachers’ ability to reach the
stakeholder and organizational goals.
Finding 3: The Early Education Teachers Do Not Fully Understand the Relationship
Between Time and Focus as Related to Practicing Mindfulness
Metacognitive knowledge represents a final knowledge construct which is important for
the early education teachers to reach the stakeholder and organizational goals. Metacognition
represents the final and most complex dimension of knowledge as it refers to the knowledge
needed to understand and control cognitive states (Livingston, 2003). Mindfulness is not a
natural state (Jankwoski & Holas, 2014), therefore it is important for the teachers to demonstrate
a level of knowledge of how to practice mindfulness and channel their energy and focus towards
the practice.
The issue of focus and time presented itself as a key issue in considering the
metacognitive knowledge needed for the early education teachers. Because the practice of
mindfulness is not a natural state, it requires that the teachers recognize the mental effort that is
required and demonstrate an understanding of the constraint of time and how that has a negative
impact on the teachers’ ability to integrate mindfulness. While the teachers were asked to
describe their own practice of mindfulness, only three teachers (33%) articulated the issue of
time and focus as a critical construct in demonstrating competency in mindfulness and
consistently integrating the practice. One teacher explained how her schedule negatively affected
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 69
her ability to harness her attention to be mindful, stating that if you “are constantly rushing or
thinking about the next thing, it’s like you are not able to tune into that.” Another teacher
articulated the struggle to find the time and focus to practice and noted that “you really need to
find the time” to practice.
Time and focus is a critical construct of mindfulness and the early education teachers did
not collectively demonstrate a metacognitive level of knowledge which is needed to harness
one’s time and attention to practice mindfulness. Metacognition refers to a knowledge
component which influences the regulation of cognition. A “person can regulate cognitions only
when he/she has knowledge and awareness of that cognition” (Hussain, 2015, p. 133). When
asked about what types of events discourage or prevent the teachers from being mindful, the
answers varied, without a clear theme emerging. One teacher asked to skip the question, while
another teacher noted that if “somebody hurt my daughter…my husband,” that would discourage
her from being mindful. Another teacher stated that sometimes she feels “it doesn’t work” which
discourages her to practice mindfulness. Given the level of time and focus the practice of
mindfulness requires, teachers need metacognitive knowledge to recognize their own barriers
which are preventing their mindfulness practice and recognize that they need to allocate a
physical space of time to allow for engagement with mindfulness.
The findings from the qualitative interviews demonstrate that there are critical knowledge
gaps in regard to the early education teachers and their ability to reach the stakeholder and
organizational goals. The knowledge gaps presented in the interviews negatively impacts the
teachers’ ability to practice mindfulness, which in turn negatively influences the overall well-
being of the early education teachers. Table 5 includes the knowledge findings which are gaps
and assets, including factual knowledge, conceptual knowledge, and metacognitive knowledge.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 70
Table 5
Knowledge Findings of Gaps and Assets
Category Finding Gap Asset
Factual Knowledge The early education
teachers cannot fully
define the concept of
mindfulness
X
Conceptual Knowledge The early education
teachers cannot articulate
multiple strategies for
integrating a mindfulness
practice
X
Metacognitive Knowledge The early education
teachers do not fully
understand the
relationship between time
and focus as related to
practicing mindfulness
X
Motivation Results and Findings
Motivation plays a critical role in the early education teachers reaching the stakeholder
and organizational goals. Motivation is measured with three different indexes, including choose,
persistence, and mental effort. Individuals must first choose to engage in an activity, then persist
with the activity despite external distractions, and finally, demonstrate a level of mental effort in
the activity (Clark & Estes, 2008). In order for the well-being of the early education teachers to
be favorably impacted by mindfulness, there needs to be a commitment by the teachers to
practice mindfulness; they must make an active choice to pursue understanding the practice and
integrating the practice into their daily lives. Following choice, the early education teachers
must persist with the activity and ultimately demonstrate mental effort in achieving competency
in the practice of mindfulness and consistently integrating a mindful practice. Understanding the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 71
motivation of the teachers in regard to demonstrating competency in mindfulness and
consistently integrating the practice of mindfulness is a critical influence to explore and analyze.
Finding 4: The Early Education Teachers Recognize the Value of Practicing Mindfulness
as it Relates to Their Professional and Personal Lives
Utility value references the significance one places on an action in terms of favorably
influencing their achievement of a larger goal (Rueda, 2011). In the lens of the research study,
mindfulness can positively contribute to the larger goal of early education teacher well-being.
However, the early education teachers need to see the value of mindfulness and its effects on
their personal and professional lives in order to demonstrate competency in mindfulness and
integrate a mindful practice.
In exploring the motivation related to the teachers demonstrating competency in the
practice of mindfulness, understanding the benefits of the practice directly influences one’s
motivation to understand the practice and integrate it into their daily lives. In the interviews, the
early education teachers could cite multiple benefits of mindfulness. The majority of the
teachers related the practice of mindfulness as aiding their overall well-being and mental state,
favorably impacting both their professional and personal lives. One teacher recounted how she
uses mindfulness in the morning before she leaves for work, noting that the practice “gets me
centered so I can go out the door.” Another teacher noted the benefits of mindfulness as related
to well-being, stating: “it helps you not live life in so much anxiety.” One teacher shared how
the practice of mindfulness benefits her as it helps her gain “peace of mind.”
The teachers also recognized how the practice of mindfulness could favorably impact
their role as a teacher. One teacher stated, “Because it’s a field that is never consistently the
same, you are never going to have the same day. So, I think it helps you be more relaxed, and go
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 72
with the flow, and take things as they come.” Another teacher noted that mindfulness gave her
more patience in the classroom and the practice helped her become calmer with the children.
One teacher responded that mindfulness aided her in the classroom, as she can “detach” from
personal stressors, and focus on her “skills as a teacher.”
From the interviews, it was clear that all the teachers were able to identify benefits of
mindfulness which favorably influences their motivation to demonstrate competency in the
practice. In considering the motivational lens of the research study, the theme of stress emerged
in the majority of the interviews. Considering the construct of stress prompts a further analysis
of the qualitative results to specifically explore the relationship between stress and mindfulness,
and its influence on motivation.
Stress as a motivator. Teachers within the field of early education face increased levels
of stress as they seek to fulfill the emotional and social needs of the students in their classrooms
(Hall-Kenyon, Bullough, Mackay, & Marshall, 2014). Stress was a theme embedded within the
interview responses. While the teachers were not specifically asked about their stress levels and
the impact of stress on their well-being in the interviews, there were both direct and indirect
references to stress in the teacher interviews, which supports the literature review. Six out of the
nine teachers interviewed (67%) cited specific issues with stress. One teacher directly cited
stress as a motivational influence to practice mindfulness. When asked what influences one’s
potential interest in practicing mindfulness, the teacher responded, “I think because our day is so
stressful. With all the challenges we come up against, I needed a way to get calm.”
Another teacher viewed the concept of stress affecting both her professional and personal
life and cited it as a motivator to practice mindfulness. She stated that she has competing
demands at both the center and her home and reflected that she is very busy trying to manage all
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 73
aspects of her life. Her husband travels frequently for work and she found the responsibilities of
taking care of her children on her own to be stressful. She noted that she would go to bed at
night disappointed because she perceived the whole day as one where there were arguments and
“bickering” with her children. Someone recommended a book about mindfulness to this teacher
and because of the stress she was facing, she turned to the readings and found that the practice of
mindfulness was helpful. The same teacher continued that stress has a direct positive influence
on her wanting to practice mindfulness; she noted that she is an “impatient person in general” so
daily activities would cause her stress and frustration. She noted that she didn’t like how she felt
out the end of the day because of the stress, and she found the practice of mindfulness to be a
calming influence on her state of mind.
Another teacher cited stress as an influence to practice mindfulness, noting, “I think the
stress. The biggest. I am usually, take in, take in, take in. And I never get to really like, just
stop, I’m always on the go.” One teacher referred to the stress she was experiencing with
transitions both at work and in her home life and how that motivated her to want to practice
mindfulness. Two teachers noted that mindfulness has a calming effect. One teacher focused
specifically on how the practice helps with their mental state. One teacher shared that the
practice of mindfulness influences how she feels, citing her “brain feels less heavy.” Another
teacher noted:
I would say it [mindfulness] helps to calm you in any situation. I think just being able to
know when you feel yourself, recognizing the signs in your own body that tell you that
you are starting to get stressed out and being able to come back and just you know think
about why you are getting stressed out, and it really helps to calm you down, and I think
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 74
that’s helped me a lot in every situation. I just think it’s beneficial because it takes away
a lot of the stress you get from day to day, small things.
The literature demonstrates the impact stress has on early education teachers, and their
well-being. Early education teachers face stress in regard to both their classroom responsibilities
and the other administrative tasks required to effectively manage a classroom (Ugaste & Niikoo,
2015). The impact of stress has a direct effect on a teachers’ ability to perform in the classroom,
which leads to an impact on student learning outcomes. Teacher stress levels negatively impact
their job performance, leading to a lower level of quality interaction with students which can
impact a student’s motivation to learn (Pakarinen, Kiur, Lerkkanen, Poikkues, Seikkinen, &
Nurmi, 2010). Given the significant influence stress has on teacher outcomes, it is important to
recognize the positive influence mindfulness can have on stress levels. As the research question
seeks to understand the motivational influences in regard to practicing mindfulness, it is
important to see the symbiotic relationship between stress and teacher’s well-being. Teachers
identify that stress is a part of both their personal and professional life; they also recognize how
mindfulness can positively impact their stress levels and well-being. The recognition of benefits
is a key driver in the teachers’ motivation to practice mindfulness, and while there are external
factors that impede the motivation influence, there is not a gap in regard to utility value.
Finding 5: The Early Education Teachers Feel Capable of Demonstrating Competency in
Mindfulness and Integrating the Practice Throughout the Day
Self-efficacy represents a second important motivational influence, as the teachers need
to believe they are capable of demonstrating competency in mindfulness and integrate the
practice. The extent to which a person feels about their ability to successfully execute an action
speaks directly to the concept of self-efficacy (Rueda, 2011). The teachers must feel efficacious
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 75
about their ability to practice mindfulness; if they do not, it is unlikely that they will pursue the
practice. In analyzing the interview results, the responses were mixed in regard to the teachers’
feelings of efficacy in regard to demonstrating competency in mindfulness and integrating the
practice. When asked about their ability to be mindful during the day, one teacher was direct in
her answer, stating, “It’s tough.” One teacher stated her feelings of efficacy were influenced by
the daily demands of her life. She stated, “There are some days that I’m better than others…it
can be hard, because you’re so busy.” Another teacher stated that she felt that she was
successful, but then added the caveat that life circumstances sometimes made it difficult to feel
that she could effectively practice mindfulness. One teacher stated that she felt practicing
mindfulness was “a challenge, but not impossible.” Out of the nine interviews, only three (33%)
demonstrated strong feelings of efficacy in terms of being able to successfully integrate a
mindfulness practice. Of those three teachers, two specifically framed their responses around
integrating mindfulness with the students in their classrooms, therefore it becomes less certain if
they feel efficacious about their own specific practice or if they are framing mindfulness in a
larger context from a classroom perspective.
While the findings from the qualitative interviews did not demonstrate a clear and
universal level of self-efficacy among the early education teachers, the survey results indicated
that overall the teachers did feel efficacious in regard to being mindful. The survey that was
administered for the research study was the Mindful Attention Awareness Scale (MAAS)
developed by Brown and Ryan (2003). The survey is a 15-item scale used to evaluate the
respondents level of attention and awareness which is a key tenet of mindfulness (Brown &
Ryan, 2003). The results for the Mindful Attention Awareness Scale (MAAS) are evaluated by
analyzing the average of responses, with a higher number indicating a higher state of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 76
mindfulness. Table 6 represents the response means and standard deviation by question for the
early education teachers who completed the survey.
Table 6
Mean and Standard Deviation for Mindful Attention Awareness Scale
Question Mean Standard
Deviation
Q1. I could be experiencing some emotion and not be
conscious of it until sometime later.
3.73 1.54
Q2. I break or spill things because of carelessness, not paying
attention or thinking of something else.
4.82 1.11
Q3. I find it difficult to stay focused on what’s happening in
the present.
4.09 1.16
Q4. I tend to walk quickly to get where I’m going without
paying attention to what I experience along the way.
3.82 0.94
Q5. I tend not to notice feelings or physical tension or
discomfort until they really grab my attention.
3.55 1.23
Q6. I forget a person’s name almost as soon as I’ve been told
it for the first time.
4.64 1.15
Q7. It seems I am “running on automatic” without much
awareness of what I’m doing.
3.70 1.27
Q8. I rush through activities without really being aware of
them.
4.00 1.00
Q9. I get so focused on the goal I want to achieve that I lose
touch with what I am doing right now to get there.
3.82 1.19
Q10. I do jobs or task automatically, without being really
attentive to them.
3.90 1.14
Q11. I find myself listening to someone with one ear, doing
something else at the same time.
2.82 1.19
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 77
Q12. I drive places on “automatic pilot” and then wonder why
I went there.
4.27 1.42
Q13. I find myself preoccupied with the future or the past. 2.82 1.47
Q14. I find myself doing things without paying attention. 3.64 1.55
Q15. I snack without being aware that I’m eating. 4.36 1.07
Figure 2 reveals that the teachers demonstrated comparable results as compared to the
means and standard deviations of the Mindful Attention Awareness Scale presented by Brown
and Ryan (2003). The mean response for the early education teachers was nine times higher
(60%) in relation to the sample MAAS response scale (Brown & Ryan, 2003), indicating that the
early education teachers demonstrated above average levels of attention which is foundational to
the practice of mindfulness. Figure 2 demonstrates how tightly correlated the mean average
responses for each of the fifteen questions were, which indicates that there is a high level of
efficacy for the teachers and their belief that they can be mindful during their day.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 78
Figure 2. MAAS response means for sample MAAS scale and for the early education teachers.
Given the qualitative findings and the quantitative results, the influence of self-efficacy is
not a gap for the early education teachers in regard to the research questions of the study. While
the teachers acknowledge in the interviews that there may be external factors which impede their
ability to demonstrate competency in mindfulness and integrate the practice, the teachers
demonstrate that they believe they are capable of being mindful. The survey results establish a
comparable baseline with the sample of the Mindful Attention Awareness Scale, reinforcing that
the teachers are efficacious in regard to the practice of mindfulness.
The survey results, however, revealed a disconnect between the knowledge gap
previously discussed and the perceived motivation of the teachers. The survey results indicated
overconfidence in that previous knowledge gaps were identified as the early education teachers
could not fully define the concept of mindfulness nor articulate multiple strategies for integrating
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 79
the practice. The results from the survey can be ascribed to the organizational cultural influences
which will later be discussed. The practice of mindfulness has been embedded within the
organization through the integration of the practice with the students, the mindfulness training
conducted with the teachers in the Spring 2018, and the ongoing support of the practice from
both the Executive Director and Director of the center. The positive organizational influence can
be attributed to the teachers’ perception revealed in the survey results of their capacity and
motivation to engage in the practice. While the teachers demonstrated a lack of knowledge in
regard to the concept of mindfulness, because mindfulness has previously been integrated with
the culture of The Early Learning Center, the teachers indicated an overconfidence in their
ability to engage with the practice.
Finding 6: The Early Education Teachers Lack an Interest in Understanding Mindfulness
and Integrating the Practice into Their Lives
The third and final motivational influence explored for the research study is related to
self-determination theory. As a construct of motivational theory, self-determination theory
explores what energizes an individual’s behavior and leads them to pursue action in regard to a
specific activity (Deci & Ryan, 2015). Deci and Ryan (2000) postulate that self-determination
theory encompasses three needs of the individual, including the need for competence,
relatedness, and autonomy. Self-determination theory focuses on the relationship of intrinsic and
extrinsic motivation and explores how individuals decide to pursue an activity (Deci & Ryan,
2008). Intrinsic motivation requires a need for autonomy and competence (Deci & Ryan, 2015),
as well as a level of relatedness (Deci & Ryan, 2000). The idea of autonomy and competence is
especially important for the early education teachers, as they will need to believe that they are
capable of pursuing a practice of mindfulness, in addition to having control over their practice in
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 80
regard to effort and time. The concept of relatedness is also a key influence, as the teachers’
interest in the practice of mindfulness will determine the degree to which the teachers want to
pursue the practice of mindfulness. The findings from the qualitative interviews were mixed in
regard to the construct of interest.
One teacher recognized the benefits of mindfulness, however, that did not translate into
an interest in practicing. She stated, “Honestly, I don’t have a huge interest, but I do think it’s
beneficial.” Another teacher’s interest stemmed from an availability she found in her day. She
noted that she found herself getting ready too early for work, and that she decided to use that
extra time to integrate mindfulness. One teacher was more defined in expressing her interest in
mindfulness, stating, “I think that it [mindfulness] is a very powerful tool…[I am] interested in
growing and continuing to use it in my life.” However, the most compelling finding in regard to
the teachers’ collective interest and understanding of mindfulness, was the absence of data found
in the interview responses. The teachers did not offer significant elaboration in their responses.
As part of the closing of each of the qualitative interviews, the nine teachers were asked if they
had any questions or if they had any additional comments or information that they would like to
share. Out of the nine teachers, seven (78%) had nothing additional to add to the interview. One
teacher simply stated that she thought it was “wonderful” that I was studying mindfulness. Only
one teacher (11%) had a detailed response, stating that she had wished she had learned about
mindfulness earlier in her career. The one teacher represented the minority and demonstrated a
motivational gap in regard to the teachers and practicing mindfulness. While the teachers were
able to provide responses to the questions asked, their responses were limited and the majority of
the answers were brief, with little elaboration. The lack of detail provided in the answers can be
correlated with the level of interest the teachers truly feel about integrating the practice of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 81
mindfulness into their daily lives. Additionally, the recruitment strategy for the qualitative
interviews also reveals the interest level the teachers feel about mindfulness. When the original
request to be interviewed was sent to the teachers, only four out of 19 teachers (21%) agreed to
be interviewed. An incentive was needed to garner additional interest. The lack of detail
provided in the interviews, as well as the number of initial interview respondents, demonstrates a
gap in the teachers’ interest in pursuing a practice of mindfulness.
The findings from the qualitative interviews and the quantitate surveys demonstrate the
complex influence of motivation as related to the early education teachers and their ability to
reach the stakeholder and organizational goals. The teachers demonstrated both utility value and
self-efficacy in regard to the practice of mindfulness. However, the findings from the interviews
of the early education teachers demonstrate low levels of interest in regard to implementing
mindfulness practices. Table 7 includes the motivation findings of gaps and assets.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 82
Table 7
Motivation Findings of Gaps and Assets
Category Finding Gaps Assets
Utility Value Early education teachers
need to see the value of
practicing mindfulness as
it relates to their
professional and personal
lives
X
Self-Efficacy Early education teachers
need to believe that they
are capable of
demonstrating competency
in mindfulness and
integrating the practice
throughout the day
X
Self-Determination Theory Early education teachers
need to demonstrate both
an interest and ability to
practice mindfulness
X
Organizational Results and Findings
Organizational culture impacts the performance within an organization (Clark & Estes,
2008). The culture of an organizational speaks to the beliefs and values systems within an
organization and provides a foundation of expected norms and behaviors that individuals might
follow. While organizational culture is a “social force that is largely invisible” it is also “very
powerful” and influences employees performance and behaviors (Hogan & Coote, 2014, p.
1609). In the lens of the research questions, the concept of organizational culture is considerable
as the teachers must integrate a new practice within their professional lives. Therefore, it is
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 83
critical to explore to what extent the leadership team at The Early Learning Center influences the
teachers’ ability to reach the stakeholder and organizational goals.
Finding 7: The Early Education Teachers Feel Supported by the Leadership Team in the
Practice of Mindfulness
The early education teachers were asked to consider the degree to which the leadership
team at the center supported their practice of mindfulness. Seven of the nine teachers (78%)
reported that the leadership team supported their practice. Two of the teachers responded that
they felt “100 percent” that the leadership team was supportive of their pursuit of a mindfulness
practice. One teacher noted the support she receives from the Director of the center, who offers
verbal encouragement with phrases such as “be mindful” and “be in the present.” One teacher
noted that the leadership team sees the importance of mindfulness with the children, and “they
also want the teachers to be mindful too.” The statements from the teachers reinforce that the
leadership team at the center, including the Executive Director and the Director, support the
teachers and their efforts to be competent in mindfulness and integrate the practice into their
daily lives. The organizational support provided by the leadership team of The Early Learning
Center was also demonstrated with the survey results of the Mindful Attention Awareness Scale
(MAAS). The results indicated that the teachers demonstrated a perceived capability to be
mindful which was influenced by the organizational culture promoting mindfulness, and the
previous training provided by the center.
A critical cultural model aspect to explore is whether the center’s leadership team also
models the practice of mindfulness. Cultural models are the invisible, yet important beliefs and
values found within an organization (Rueda, 2011). Both the Executive Director and Director of
the center have supported the concept of mindfulness through positive statements in regard to
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 84
mindfulness. The Director of The Early Learning Center demonstrated her support and positive
belief about mindfulness and participated along with the teachers in the mindfulness training
held at the center in the Spring 2018. While this question was not specifically asked, several of
the teachers noted that importance of modeling of mindfulness. One teacher stated that the
leadership team is “very encouraging” and are collectively “all about mindfulness.” One teacher
responded that she believed the leadership team models mindfulness, noting that, “they all
practice and they are all consistent.” Another teacher stated that the training about mindfulness
which was conducted by an external teacher, “reinforced” what the director of the center had
been sharing with the teachers at the center previously about mindfulness.
It is evident through the responses of the teachers, that the leadership team is providing a
positive cultural model in regard to practicing mindfulness at The Early Learning Center. The
majority of the teachers who were interviewed felt that the leadership team supports the practice
of mindfulness given the external support they share about the topic. The teachers framed the
support specifically through the actions of the leadership team in providing them resources, such
as the training conducted in the spring, and also a perceived belief that the leadership team
values mindfulness. While there were limited specific responses in regard to the individual early
education teachers modeling the behavior themselves, the majority of the teachers see
mindfulness as part of the organizational culture, and as an accepted norm within the
organizational setting.
Finding 8: Early Education Teachers Need to Feel that Mindfulness is Embedded Within
the Organizational Culture and the Teachers Support the Practice
While the teachers expressed support from the leadership team at the center in regard to
their pursuit of mindfulness, there was less clarity in regard to the level of participation of all the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 85
teachers at the center in regard to practicing mindfulness. The shared practice of mindfulness
among the early education teachers at the center continues to speak to the concept of cultural
models. While the leadership team is favorably influencing the cultural model of the
organization, the lack of overt participation and dialogue concerning the teachers’ individual
practice of mindfulness is hindering the achievement of the stakeholder and organizational goals.
One teacher stated that while she believed the leadership team was in full support of the
practice, she was not as sure about the other individual teachers. Seven of the teachers (77%)
spoke about how they were integrating mindfulness within the classroom and with the children,
however, there was not a sharing of examples of how the other teachers were integrating
mindfulness to positively impact their own well-being outside of the classroom. One teacher
noted the importance of “sharing” the idea of mindfulness. She stated, “We can’t expect people
to do something that we are not practicing ourselves…we have to model it.” When the teacher
was asked a follow-up question about the importance of modeling the practice of mindfulness,
the teacher stated that she felt it was important to collectively engage in the practice, however
she did not provide any additional details.
One teacher coined the term “the nonbelievers” for the teachers who were not integrating
mindfulness; she noted that the leadership team at the center should provide “incentives” and
“bribes” to encourage all the teaches to practice mindfulness. The responses from the teacher
clearly indicate an organizational gap in regard to mindfulness at The Early Learning Center.
While the leadership team supports the practice of mindfulness in a holistic sense, the culture of
mindfulness is more embedded within the classroom. The practice of mindfulness is not
emphasized from an individual teacher perspective; there is not a focus on how the teachers can
integrate the practice within their personal lives. There was an absence in the interview data of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 86
examples of the teachers integrating the practice for their own benefit. In order for the teachers’
well-being to be positively impacted, they need to integrate the practice of mindfulness within
their own lives – not just with the students in the classroom.
The interview responses from the teachers indicate that more needs to be done in regard
to creating a strong organizational culture which supports mindfulness for both the children at
the center, and the teachers. The teachers need to see that the leadership supports mindfulness,
and also that their peers support the practice and model the practice. It is also important for the
teachers to see their co-workers being mindful and share experiences about how the practice can
favorably impact their well-being.
Finding 9: Early Education Teachers Need Ongoing Training and Resources – and Time -
to Facilitate a Consistent Integration of Mindfulness Practice
The final finding explores the cultural setting found within The Early Learning Center in
regard to the practice of mindfulness. Looking within the framework of an organization, cultural
settings “help shape the way an organization is structured, including the values, practices,
policies, [and] reward structures” (Rueda, 2011, p. 55). As the leadership team at The Early
Learning Center seeks to improve the well-being of the early education teachers at its center
through the practice of mindfulness, it will be critical to see how the cultural settings within the
organization are supporting the practice.
From the interview responses, there was a clear theme that the teachers saw the value of
the mindfulness training that was conducted at the center, and all the teachers could recognize at
least one type of resource that was provided to them by the center to support their understanding
of mindfulness and to integrate the practice into their own lives. When asked to reflect on
whether resources had been provided by the center which have helped their own practice of
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 87
mindfulness, six out of the nine teachers (67%) cited specifically the training that was conducted
in the spring of 2018. One teacher noted the collective value of the training had in positively
contributing to the organizational culture, stating, “she [the trainer] was just insightful and once
we accepted it as a group, it was rewarding.” One teacher commented that the training was
beneficial in both the information that was shared and that it also provided a time for the teachers
to think and practice mindfulness. She noted that the, “trainings were really good. They just
gave us time, that if we didn’t have any mindfulness during the day – if we didn’t spend any time
– we were able to at least [practice] that particular time.”
When asked if there were any resources that they wished were provided to them by the
leadership team at The Early Learning Center, four of the nine teachers (44%) did not have any
additional resources to add. One teacher stated she was not aware of any additional resources
she would have wanted, “because I don’t know if I am fully aware of the concept.” Another
teacher shared that she was unsure of any additional resources which may have helped her with
her own practice of mindfulness because “I don’t know much about mindfulness.” She then
followed with the statement that “But if there are better resources, than I would sure take them.”
Five of the teachers (55%) were able to provide specific items that they believed would
have added to their understanding of mindfulness and help them integrate the practice. One
teacher noted that she would have liked additional handouts and exercises about mindfulness.
Another teacher cited books as an additional resource and expressed that she wished there were
resources focused more on her personal use of the practice. One teacher stated that she wanted
to know what I, the researcher, knew about mindfulness. She cited that while there are books
about mindfulness to read, because of time, it’s beneficial to have someone “that’s more
knowledgeable, share those concepts with us.” One teacher stated that she wished there was an
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 88
extension of the mindfulness trainings, because she thought they were “great.” She stated, “I
could have done that much longer.” Another teacher highlighted the need for modeling the
practice of mindfulness as an additional resource to support her own practice. She believed that
seeing other teaching professionals and how they are integrating mindfulness would be helpful.
She shared that, “we could relate more to people that are in our positions, utilizing it, and telling
us that this is working, and that this can work.”
A final question in the interview protocol asked the teachers to consider a scenario that if
they were to integrate the practice of mindfulness at another school, similar to The Early
Learning Center, what daily resources did they think the teachers would need. The concept of
personal instruction and training was the most prominent answer, with five out of the nine
teachers (55%) citing that as a specific need. Other responses included the continued use of
videos and handouts. One teacher mentioned integrating apps which focused on mindfulness.
The issue of time also revealed itself with this question. One teacher noted, “the main thing I
think that affects mindfulness is your schedule.” She continued, “And I know that sounds silly,
but no one thing affects you being able to be in the moment than having time to do so.”
The findings from the interviews demonstrate the need for additional training and time
for the teachers to integrate the practice of mindfulness. For the teachers that did not have a
response when asked about additional resources, the absence of data indicates there is a gap in
understanding the practice of mindfulness and that additional, ongoing resources are needed.
This also supports the knowledge gaps previously discussed in the chapter. There also needs to
be a focus on how the practice can influence the whole being of the individual teacher –
impacting their personal lives and not just their role as teachers. Additional training should focus
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 89
on the impact of mindfulness on the overall well-being of the early education teacher, not just
their capacity to teach in a classroom.
The concept of time also emerged as a critical influence in regard to the early education
teachers reaching the stakeholder and organizational goals, and favorably influencing their well-
being. In addition to training, the teachers need an opportunity within the context of their
professional lives to spend more time integrating the practice. It is unrealistic to expect the
teachers to integrate periods of being mindful during the day if they are not allocated periods of
time to practice mindfulness. The early education teachers need sanctioned time breaks which
would allow them to practice mindfulness and utilize the strategies such as breathing and
meditation. While the leadership team supports the practice of mindfulness for the teachers at
The Early Learning Center, there needs to be a more formalized time to practice mindfulness
during the work day. As Rueda (2011) advances, there is a reciprocal relationship between
cultural settings and cultural models and establishing break times for the teachers to integrate a
mindful practice will support both, and further the positive impact on the well-being of the early
education teachers.
The findings from the qualitative interviews demonstrate that there are organizational
gaps in regard to the early education teachers and their ability to reach the stakeholder and
organizational goals. While the leadership team has demonstrated support for the practice of
mindfulness, additional training and time is needed for the teachers to effectively integrate the
practice and positively influence their overall well-being. Table 8 includes the organizational
findings which are gaps and assets.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 90
Table 8
Organizational Findings of Gaps and Assets
Category Finding Gaps Assets
Cultural Model Early education teachers
need to feel supported by
the leadership team in the
practice of mindfulness
X
Cultural Model Early education teachers
need to feel that
mindfulness is embedded
within the organizational
culture and the teachers
support the practice
X
Cultural Setting Early education teachers
need ongoing training,
resources, and time to
facilitate a consistent
integration of mindfulness
practice
X
Synthesis
The results from the Mindful Attention Awareness Scale (MAAS) and the findings from
the qualitative interviews demonstrate the complex relationship the early education teachers have
with the construct of mindfulness. While much research has been conducted about the concept
of mindfulness and its benefits, the results and findings from the research study reveal a
disconnection between how teachers perceive the concept of mindfulness in regard to the actual
tenants of the practice. The survey results indicate that the teachers feel efficacious about their
ability to be mindful, however, the qualitative interview findings at times contradict the results,
shedding light on critical gaps between demonstrating competency in mindfulness and being able
to consistently integrate the practice into their lives. The teachers lack factual, conceptual, and
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 91
metacognitive knowledge about the construct of mindfulness and the interviews also reveal a key
motivational influence as related to interest. An additional theme revealed through the
interviews was the issue of stress. The relationship between stress and time is unique, in that the
teachers see both concepts as a motivator to be mindful, but also a hindrance to being able to
fully integrate a mindful practice. The issue of time and focus emerged as a potential barrier for
consistently integrating a mindfulness practice.
While the teachers cited support from the leadership team in regard to mindfulness, the
interviews demonstrated that additional resources are needed, as well as modeling of the practice
and designated times away from the classroom to integrate mindfulness. The teachers cited a
collective gap in that they do not see their peers actively modeling the practice of mindfulness,
nor sharing how the practice can positively impact their well-being. The early education
teachers recognize the importance of integrating the practice of mindfulness not just within the
classroom, but in a more holistic sense, integrating mindfulness in both their professional and
personal lives. As the literature review demonstrates, the positive impact the practice of
mindfulness has early education teacher well-being, understanding which knowledge,
motivation, and organizational gaps are provides key insight into the research study and provides
a framework for developing a training program to address the gaps. Chapter Five explores the
recommendations for practice that will address the knowledge, motivation, and organizational
gaps which were presented in this section, with the goal of positively influencing the well-being
of the early education teachers.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 92
Chapter Five: Recommendations
Introduction and Overview
The previous chapter identified both gaps and assets as related to the research
study. Chapter Five integrates the results and findings and presents recommendations for
practice to address the knowledge, motivation, and organizational influences. Using the New
World Kirkpatrick Model (2016), a recommended training program incorporates the gaps, using
four levels of training and evaluation, including reaction, learning, critical behaviors, and results
(Kirkpatrick & Kirkpatrick, 2016).
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Factual, conceptual, and metacognitive knowledge are needed by the early education teachers
in regard to this research study. From the results and findings presented in Chapter Four, there
are gaps in regard to knowledge. At the factual level, the early education teachers need to be
able to articulate the definition of mindfulness and recognize the theories and benefits of
mindfulness. As the study reveals, given the limited prior knowledge of the early education
teachers in regard to mindfulness, it is important that learning programs are developed and
implemented which will provide a foundation of knowledge. From a conceptual knowledge
perspective, the teachers need to understand specific strategies for integrating a mindful practice.
Metacognition is needed by the early education teachers to transcend beyond factual and
conceptual knowledge and demonstrate a metacognitive understanding of how to integrate
mindfulness and also consider the barriers which are preventing them from engaging in a
consistent mindfulness practice. Bloom’s Taxonomy provided a framework for assessing the
knowledge influences, including the teachers’ ability to understand the concept of mindfulness
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 93
and ultimately apply the theories. In identifying the relevant types of knowledge, the principles
of social cognitive theory, behavioral learning theory, information process theory, and
expectancy value theory, offer support in evaluating how the different knowledge constructs can
be developed within the context of the research study. Table 9 provides information specific to
knowledge influences and knowledge recommendations.
Table 9
Summary of Knowledge Influences and Recommendations
Assumed Knowledge Influence
Gap
Context-Specific Recommendation
(F) Teachers need to understand
the principles of mindfulness
Y
Provide instructor-led education integrating
previous knowledge with specific, research-based
information about the definition and theories of
mindfulness
(F) Teachers need to recognize the
positive impact mindfulness has on
stress levels and well-being
Y
Provide instructor-led education illustrating the
specific benefits of mindfulness practice for early
education teachers
(C) Teachers need to know how to
integrate mindfulness practice
strategies into their lives
Y
Training aids to show teachers how to integrate
mindfulness practices into their daily lives
(M) Teachers need to recognize
strategies for integrating the
practice of being mindful
Y
The Center identifies and employs “Mindfulness
Ambassadors” who can provide mentoring and
modeling of mindfulness strategies with
appropriate targeted immediate feedback during
practice
(M) Teachers need to be able to
assess on a metacognitive level,
how to train their brain in order to
consistently practice mindfulness
Y
Education to train teachers how to identify their
own goals with mindfulness and how to utilize a
self-reflective journal assessing their integration
of the concept of mindfulness
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 94
Increase teachers’ factual knowledge about mindfulness. Factual knowledge is
specific and references the terminology of a domain (Rueda, 2011). The data from the research
study showed that early education teachers need factual knowledge in relation to defining
mindfulness and articulating the different theories of mindfulness. In addition, the teachers need
to identify how the positive benefits of a mindful practice can positively impact their well-
being. As Schraw and McCrudden (2006) demonstrated, information that is connected with
previous knowledge is learned with greater meaning and is remembered more accurately. The
teachers previously attended a training session in regard to mindfulness, and it will be important
that future training sessions expand on the concepts previously taught. Training focused on
factual knowledge should also review the benefits of mindfulness, as understanding the benefits
will have a positive impact on the teachers’ motivation in practicing. Learning and motivation is
enhanced when an individual perceives there is value in the task (Eccles, 2006). The delivery of
an instructor-led training focused on the theories and strategies of mindfulness, as well as the
benefits of implementing mindfulness practice, is the recommended solution to reduce the
factual knowledge gap. While training aids can support the factual knowledge component, the
research validates the positive impact instructor-led training has on learning.
Song and Muschert (2014) demonstrated in a study where college students attending a
sociology class were taught mindfulness, the positive and interconnected relationship between
the student and instructor. The students cited the important role the professor played in their
understanding of the concepts of mindfulness (Song & Muschert, 2014), which validates a theme
from the research study. The early education teachers in the study noted a clear connection with
the instructor who conducted the mindfulness training at the center in the Spring and perceived
her as a partner in helping the teachers understand mindfulness. Additional education needs to
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 95
continue to make the connection between instructor and learner and provide information on the
foundation of mindfulness in addition to the specific benefits of the practice.
Increase teachers’ conceptual knowledge of mindfulness strategies. Conceptual
knowledge expands upon factual knowledge and focuses on the structural aspect of the domain,
including the principles and models (Rueda, 2011). The early education teachers need to
understand on a conceptual level how to consistently integrate mindfulness, as behavior that is
practiced often and reinforced is strengthened (Daly, 2006). It is critical that the teachers are
able to identify specific strategies for integrating mindfulness. Instruction and training materials
can be utilized to teach concrete strategies that can be used to practice mindfulness.
Given the various meanings and theories of mindfulness, it will be important for the early
education teachers to see the conceptual level of mindfulness in a fluid framework. There will
need to be a degree of “flexibility, where learners know multiple procedures and apply them
adaptively to a range of situations” (Schneider, Star, & Rittle-Johnson, 2011, p. 1257). Given
the fluid nature of the construct, flexibility is important in that training materials cannot
comprehensively identify every situation when mindfulness can be employed. As revealed in the
qualitative interviews, the teachers encounter competing demands throughout the day and are
faced with changing responsibilities based on the needs of the children in their classroom. The
practice of mindfulness is an individual practice, and from a conceptual knowledge lens, it is
important that the early education teachers understand specific ways of integrating the practice
into their daily lives, but also understand there is a level of flexibility as they approach the
practice for themselves.
Increase teachers’ metacognitive knowledge about integrating the practice
mindfulness. Metacognition is knowledge that explores how one thinks and processes
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 96
information (Livingston, 2003). The early education teachers need to recognize which strategies
work best for integrating mindfulness into their lives and assessing if they are truly being
mindful. Modeling newly learned behaviors improves the learning and self-efficacy of the
individual (Denler, Wolters, & Benzon, 2009). The Early Learning Center can integrate the use
of ‘Mindfulness Ambassadors’ to reinforce behaviors learned and model how different
mindfulness practice techniques can be integrated within the lives of the teachers. Additionally,
it is important that the teachers employ self-awareness and reflection to assess what potential
barriers are preventing them from consistently engaging in mindfulness and consider what
factors are positively influencing their ability to successfully integrate the practice. Self-
regulatory practices, such as goal setting, can enhance one’s learning of a concept and its
performance (Dembo & Eaton, 2000; Denlar et al., 2009). An education program that provides
teachers with a framework to develop and assess their own goals with mindfulness practice will
be a critical step in addressing the metacognition needed by teachers.
Metacognition is needed by the early education teacher as they must assess how they are
integrating the practice of mindfulness into their daily lives. As Levinthal and Rerup (2006)
postulated, “mindfulness in action is local, situated, and involves thinking in real time,
simultaneous with the execution of action” (p. 505). The establishment of both factual and
conceptual foundations of knowledge with the early education teachers is not enough to reach the
organizational and stakeholder goals. As presented in the findings and results section, the issue
of focus was identified as a metacognitive gap. The practice of mindfulness is complex and
fluid, and there needs to be an ongoing self-regulation of how the practice can be integrated into
daily life, as well as reflection of how the practice is being used to ultimately impact the well-
being of the early education teachers.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 97
Motivation Recommendations
Motivation is an individualized concept (Mayer, 2011), yet in looking at the motivational
influences as related to this research study, there are shared motivational influences which
impact the teachers’ ability to reach the stakeholder and organizational goals. Task choice,
persistence, and effort are the three different indexes in which motivation is demonstrated (Clark
& Estes, 2008). In regard to the early education teachers, their motivation will be gauged by
their active engagement with learning about mindfulness and integrating the practice within their
lives. The findings and results from the research study revealed that motivation did emerge as an
asset, specifically with self-efficacy and utility value. However, further understanding the self-
efficacy of the teachers in regard to the practice of mindfulness, and the value they perceive
about mindfulness are significant influences and can be developed further within a training
program. Table 10 highlights the motivational influences that are gaps, as well as the
recommendations for addressing the motivational influences.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 98
Table 10
Summary of Motivation Influences and Recommendations
Assumed Motivation Influence
Gap
Context-Specific Recommendation
Self-Efficacy: Teachers need to believe
that they are capable of demonstrating
competency in the practice of
mindfulness and integrate the practice
into their lives
N Provide opportunities for the teachers to
observe individuals from similar
backgrounds practicing mindfulness, then
supply opportunities for practice and
targeted feedback to further self-efficacy
Utility Value: Teachers need to see the
value of demonstrating competency in
mindfulness and practicing mindfulness
as related to their personal and
professional lives
N Provide examples of the usefulness
mindfulness can have on the teachers’
personal and professional lives to further
utility value
Self-Determination Theory: Early
education teachers need to demonstrate
both an interest and ability to practice
mindfulness
Y Provide examples of the usefulness
mindfulness can have on the teachers’
personal and professional lives and
strategies to implement the practice
Develop the teachers’ belief that they are capable of practicing mindfulness. Self-
efficacy speaks to one’s judgement about their ability to complete a task and the concept is
especially important when the activity is perceived as being challenging (Rueda, 2011). The
teachers at The Early Learning Center demonstrated efficacy in regard to their ability to integrate
the practice of mindfulness within their personal and professional lives. This is a critical
influence to consider, as high levels of self-efficacy can positively influence motivation (Pajares,
2006). The teachers at The Early Learning Center must believe that they are capable of
understanding the concept of mindfulness as well as integrating the practice within their daily
lives. While this is not a gap, given the importance of the construct, it is recommended the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 99
organization continue to provide the teachers with the opportunity to hear from individuals with
similar backgrounds who are successfully integrating mindfulness.
Klassen and Chiu (2010) studied the concept of self-efficacy specifically with a group of
teachers and demonstrated the impact language can have on the teachers’ confidence,
specifically the difference between using the terms “can” and “will.” The term “can” speaks
specifically to the teachers’ capability to practice mindfulness; this phrasing should be used
versus terminology such as “will” which speaks to an intent to practice in the future (Klassen &
Chiu, 2010, p. 741). For the individuals who are modeling the practice of mindfulness for the
teachers, it is important that they focus on the early educators’ capacity to practice - not their
future intentions.
Develop teachers’ understanding of the benefits of mindfulness in both their
personal and professional lives. Value refers to the importance one sees in a particular task or
activity (Rueda, 2011). Teachers need to see the value of demonstrating competency in
mindfulness and the benefit of integrating the practice within their daily lives. Learning and
motivation are enhanced if the individual sees value in the task (Eccles, 2006), therefore it is
important that the early education teachers see the practice of mindfulness as enhancing their
lives from both a personal and professional perspective. If they do not see any value in the
practice, it is unlikely that they will pursue learning more about the construct, as well as
integrating the practice within their daily lives. The findings from the study demonstrated that
the teachers did see value in the practice of mindfulness (utility), however, there was still a gap
in the teachers’ interest to engage in the practice (self-determination theory). The
recommendation is that the organization provide examples to the teachers of how mindfulness
can be used to positively impact the teachers’ personal and professional lives.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 100
Jennings (2015) studied the positive impact that mindfulness has on teachers. The
benefits impact both the personal well-being of teachers as well as their performance in the
classroom. The practice of mindfulness is credited with aiding teachers in understanding their
own emotions, which has a positive impact on their well-being. Teachers who integrate
mindfulness also experience benefits within the classroom, including strengthening student
relationships and fostering a positive learning environment (Jennings, 2015). While there is
clearly value to the practice of mindfulness in regard to the population of teachers, it will be
important that the organization shares the research, including the specific benefits, to foster even
more, the teachers’ perception of value in regard to integrating mindfulness.
Organization Recommendations
Cultural models and cultural settings influence the behaviors found within an
organization. Cultural models represent the “shared mental schema” and normative
understandings” of an organization, while cultural settings focus on the more concrete aspects of
how an organization operates, including its policies and systems (Rueda, 2011, p. 55). The
organizational influences in Table 11 represent the assumed influences that impact the
organizational and stakeholder goals. The influences represent cultural settings and cultural
models that impact the early education teachers’ ability to demonstrate competency in
mindfulness and successful integrate the practice on a consistent basis. The table represents the
influences which are gaps as well as the recommendations for action based on theoretical
principles.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 101
Table 11
Summary of Organizational Influences and Recommendations
Assumed Organizational
Influence
Gap
Context-Specific Recommendation
The Center needs to offer
ongoing physical materials and
training in regard to the practice
of mindfulness
Y Provide ongoing resource materials about
mindfulness and offer additional training on
mindfulness
The Center’s Leadership Team
needs to provide time during the
day for the teachers to practice
mindfulness
Y Schedule consistent time for teachers to have a
break from their classroom responsibilities so
they can practice mindfulness during the day
The Center’s Leadership Team
needs to model the practice of
mindfulness
Y Provide examples of how the leadership team
is integrating mindfulness and speak about the
specific benefits of mindfulness in regard to
the field of early education teacher well-being
The teachers need to model their
own mindful practice and share
their experiences with their peers
Y Provide time in staff meetings for teachers to
share how they are integrating a mindfulness
practice and its impact on their well-being.
Increase frequency of mindfulness training and training materials for the
teachers. The early education teachers need ongoing physical materials and resources to support
their understanding of mindfulness and to support their integration of the practice. Insuring an
organization’s resource needs are being met is correlated with increased student learning
outcomes (Waters, Marzano, & McNulty, 2003). As such, it is recommended that the leadership
team at The Early Learning Center provide ongoing resource materials related to mindfulness
and offer additional trainings for the teachers.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 102
Roeser et al. (2013) demonstrated in a study of 113 teachers the positive effects of
ongoing mindfulness training. The training occurred during eight weeks, and measures were
collected at the completion of the program, as well as three months post-training. Of the study
participants, 87 percent of the teachers found the training beneficial. The teachers also reported
feelings of efficacy in regard to receiving ongoing resources in regard to mindfulness. The
teachers who were in the mindfulness condition group reported favorable benefits, including less
judgmental feelings and reactivity, and greater awareness of sensations and awareness of actions
(Roeser et al., 2013). The study demonstrates the importance of providing training and resources
related to mindfulness and supports the recommendation of providing ongoing resources to the
early education teachers.
Provide time during the day for teachers to integrate mindfulness. The early
education teachers do not feel that they have enough time throughout the day to integrate the
practice of mindfulness. Organizational performance increases when leadership is continually
involved in the improvement process (Clark & Estes, 2008). Additionally, organizational culture
is created through the shared experiences and learning of membership (Schein, 2004). It is
recommended that the leadership team at The Early Learning Center provide time during the day
for the teachers to practice mindfulness. The leadership team needs to consistently show support
of the teachers’ practice of mindfulness and provide time for the teachers to have a break from
their classroom responsibilities which will allow time to practice mindfulness, and positively
influence the organizational and stakeholder goals.
Hyland, Lee, and Mills (2015) explore the intersection of mindfulness and organizational
impact. The article explores the benefits mindfulness has on individuals, which translate to
broader organizational goals, such as increasing capacity to respond to organizational change and
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 103
manage stress levels. Hyland et al. (2015) also highlight the potential challenges of training
programs within workplaces that are limited in time and scope. As noted, “mindfulness is
intended to be a process—by its very nature requiring time and patience—so if shortened
interventions water down that key component of mindfulness and paint the picture of a ‘quick
fix,’ the message may be lost, and participants may not reap all of the potential benefits” (Hyland
et al., 2015, p. 508). It will be important that the leadership team does not see mindfulness
within the center as a singular event but rather provides ongoing support and time for the
teachers to successfully integrate mindfulness within their daily routines.
Model the practice of mindfulness. The early education teachers need to understand
how to practice mindfulness and see the value of the practice. Individuals are more motivated to
participate and learn when they see the relevance of a task as related to their own circumstances
(Knowles, 1980). It is recommended that the center’s leadership team model the practice of
mindfulness to the teachers. The leadership team can provide examples of how they are
integrating mindfulness and also speak to the specific benefits of mindfulness as related to the
field of early education teachers. The early education teachers should also model the practice
within their peer group and share how the practice of mindfulness has impacted their well-being.
The use of modeling in regard to the integration of mindfulness has proven to be
effective. Individuals who have experience with mindfulness can create awareness of the
practice, and also increase understanding of the concept (Aviles & Dent, 2015). As the early
education teachers seek to understand the concept and value of mindfulness, it will be important
for members of the leadership team and the teachers to model the practice. Through modeling,
the early education teachers can better understand how to conceptualize the practice and engage
in the practice.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 104
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
For this research study, the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016) was utilized to develop an integrated implementation and evaluation plan. The
Kirkpatrick model is based on four levels of training, starting at the reaction level, moving to
learning, followed by behavior, with the final level focused on results. The New World Model
offers an updated perspective and recommends that evaluation plans start at level four and work
backwards to develop an effective implementation and evaluation framework (Kirkpatrick &
Kirkpatrick, 2016). This approach will be used in considering the organizational and stakeholder
goals for the research study.
Organizational Purpose, Need and Expectations
The Early Learning Center is focused on creating an organizational culture that is
committed to the well-being of its students and teachers. The organizational goal established is
that 100% of the teachers will demonstrate increased levels of perceived well-being through the
practice of mindfulness by June 2019. The female teachers at The Early Learning Center who
are seeking to integrate the practice of mindfulness within their daily routines serve as the
primary stakeholder group as their participation in the practice of mindfulness will be critical for
achieving the organizational and stakeholder goals.
Level 4: Results and Leading Indicators
Table 12 shows the recommended Level 4: Results and Leading Indicators in the form of
outcomes, metrics, and methods for internal and external outcomes for The Early Learning
Center. The internal and external outcomes are framed around the established organizational and
stakeholder goals, focused on the well-being of the early education teachers and their ability to
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 105
integrate mindfulness. It is expected that if the outcomes are met, the stakeholder group of the
early education teachers will have met the established stakeholder goal.
Table 12
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome
Metric(s)
Method(s)
Timing
Internal Outcomes
Teachers
integrate periods
of being mindful
throughout the
day
100% of
teachers will
demonstrate
being mindful
Follow-up informal interviews with
teachers to assess their progress and
conduct observations with external
consultant
By March
2019
Teachers
experience
reduced levels of
stress
100% of
teachers will
report
increased
feelings of
well-being
Follow-up informal interviews and
solicit data through post-training
survey
By June
2019
Teachers
experience
increased
perceived
feelings of well-
being
100% of
teachers will
report increased
feelings of well-
being
Follow-up informal interviews and
solicit data through post-training
survey
By June
2019
External Outcomes
Improved
relationships
with families at
the center
100% of
families of
children at the
center will
report an
increase in
communication
with the
teachers
Solicit data through interviews
with the families
By June
2019
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 106
The center
serves as an
exemplar model
for other early
education
institutions
100% of
teachers will be
able to model
mindfulness
practice for
other early
education
teachers
Teachers from the center will
provide training for other early
education teachers
By June
2019
Level 3: Behavior
Critical behaviors. The stakeholders of focus are the early education teachers at The
Early Learning Center. The first critical behavior is that the teachers will demonstrate
competency in understanding the practice of mindfulness. The second critical behavior is that
the teachers integrate periods of being mindful during their workday. The critical behaviors will
lead to the achievement of the organizational goal, which is a perceived increase in feelings of
well-being. The specific metrics, methods, and timing for each of these outcome behaviors
appear in Table 13.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 107
Table 13
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior
Metric(s)
Method(s)
Timing
Teachers will demonstrate
competency in the practice
of mindfulness
Self-
assessment of
teachers
1. Teachers will receive ongoing
training about mindfulness
a. Teachers will have access to
training resources
b. Teachers will participate in
additional in-person training
sessions
By
March
2019
Teachers clearly identify
strategies / examples of
how to practice
mindfulness.
Self-
assessment of
teachers
2. Solicit data through post-training
survey and conduct observations
with external consultant.
By
March
2019
Teachers will integrate
periods of being mindful
throughout their day
Self-
assessment of
teachers
3. Teachers will have allotted time
during the day to take breaks in
order to practice mindfulness
a. The leadership team will make a
weekly schedule to integrate
“mindfulness breaks” and provide
classroom floaters
By June
2019
Required drivers. Early education teachers require the support of their leadership team
in order to demonstrate competency in mindfulness and integrate the practice within their daily
routines. The leadership team plays an important role in reinforcing the critical behaviors. The
critical behaviors are categorized into four different types of drivers: reinforcing, encouraging,
rewarding, and monitoring. Table 14 shows the recommended drivers to support the critical
behaviors of the early education teachers.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 108
Table 14
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Staff meetings which focus on mindfulness Quarterly 1, 2
Training materials distributed about mindfulness Monthly 1, 2
Scheduled break times from the classroom to practice
mindfulness
Ongoing 1, 2
Encouraging
Coaching from leadership team Ongoing 1, 2
Modeling of mindfulness from leadership team
Ongoing 1, 2
Rewarding
Recognition of teachers who display mindfulness
strategies in the classroom
Ongoing 1, 2
Recognition of teachers who practice mindfulness
outside of the classroom
Ongoing 1, 2
Monitoring
One-on-one meetings with Director to discuss
mindfulness practice
Quarterly 1, 2
Organizational support. The leadership team at The Early Learning Center will support
the teachers at the center by offering ongoing trainings about mindfulness, providing additional
training materials, and creating a culture in which mentoring and modeling of mindfulness
practices is embedded within the center. The early education teachers will be held accountable
to adopt the critical behaviors by actively engaging with the materials provided to them about
mindfulness, as well as demonstrating a commitment to integrate the practice. With the
assistance of the Director of The Early Learning Center, the teachers will model mindfulness and
share with their co-workers how the practice has benefited their well-being.
Level 2: Learning
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 109
Learning goals. Level 2 in the New World Kirkpatrick Model explores how effectively
the early education teachers acquired the intended knowledge, skills, attitude, confidence and
commitment as a result of the learning solutions. After the recommended learning solutions, the
early education teachers should be able to:
1. Define the basic tenets of mindfulness (Factual knowledge)
2. Identify the benefits of practicing mindfulness (Factual knowledge)
3. Articulate strategies for integrating mindfulness (Conceptual knowledge)
4. Demonstrate periods of being focused and present in order to practice
mindfulness (Metacognitive knowledge)
5. Reflect on their ability to integrate the practice of mindfulness and consider the
barriers which are hindering their practice (Metacognitive knowledge)
6. Act on a belief that they are capable of integrating periods of being mindful
(Motivation: Self-efficacy)
7. Recognize the value of practicing mindfulness in regard to their personal and
professional lives (Motivation: Utility)
Program. The recommend learning program includes training, ongoing training
materials, scheduled breaks for mindfulness, and modeling of mindfulness by the leadership
team. It is recommended that the leadership at The Early Learning Center provide additional
training focused specifically on mindfulness. Given the financial constraints of the center and
the time constraints faced by the teachers’ daily schedules, it is recommended that the training be
facilitated by the Director of the center and bi-monthly training sessions should be scheduled. It
is also recommended that the topic of mindfulness be integrated within already established staff
meetings. As noted earlier in the chapter, the role of the instructor has a direct impact on the
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 110
effectiveness of a training program. Given the teachers’ current relationship with the Director of
the center and the perceived feelings of support the Director offers in regard to mindfulness,
utilizing the Director will allow the teachers to further connect with the concept of mindfulness.
The training should contain learning concepts focused on the tenets of mindfulness, the history
of mindfulness, the benefits of mindfulness, and strategies for integrating the practice. The
training sessions would also serve as a time for the early education teachers to share their own
experiences about integrating the practice of mindfulness within their daily routines.
Ongoing training for the teachers can also be found through the distribution of training
materials. Previously the teachers had received email communications in regard to the practice
of mindfulness, although it was not consistently distributed to the teachers. It is recommended
that a schedule is developed to provide the teachers with additional information about
mindfulness, including the definition, the history, the benefits of the practice, and how
individuals with similar teaching backgrounds are integrating mindfulness. It is recommended
that the leadership team provides a communication about mindfulness during the first Monday of
the month and the third Monday of the month.
In addition to providing training sessions and training materials, the leadership team
should implement scheduled times for the teachers which would actively encourage the practice
of mindfulness. The Director of the center should provide the teachers with scheduled times
outside of the classroom, which would provide them with the opportunity to engage in the
practice of mindfulness. The time does not have to be long in length; a scheduled time of 15
minutes would provide the teachers with an opportunity to engage in mindfulness. In addition,
the leadership team should make a concerted effort to demonstrate how they are integrating
mindfulness and model the practice for the teachers at the organization. During staff meetings,
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 111
the leadership team should share how they have used the practice of mindfulness in the past
month, and also encourage other teachers to share how they are currently integrating the practice
of mindfulness. The leadership team should also demonstrate modeling the practice of
mindfulness, by integrating the practice within staff meetings and further using it in the
classroom with the students.
Evaluation of the components of learning. In determining if learning was achieved
with the stakeholder group, Kirkpatrick and Kirkpatrick (2016) advise that it is important to
evaluate the knowledge, skills, attitudes, confidence levels, and commitments of the
individuals. The knowledge construct focuses on the teachers’ ability to relate factual,
conceptual, and metacognitive knowledge about mindfulness. The skill aspect focuses on the
teachers’ ability to actually implement a mindfulness practice. Attitude focuses on the teachers’
belief that there is value to the practice of mindfulness. Confidence speaks to the teachers’ belief
that they can integrate the practice into their daily lives. Finally, the commitment aspect refers to
the teachers’ willingness to understand mindfulness and the amount of effort they put forth in
engaging in the practice. The following learning components are included in Table 15, which
includes the evaluation methods and time frame.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 112
Table 15
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies)
Timing
Factual Knowledge “I know it.”
Knowledge checks through discussions during training sessions Ongoing
Knowledge checks through one-on-one sessions with leadership team
Ongoing
Conceptual Knowledge “I can do it right now.”
Feedback from teachers during training sessions about their ability to
identify strategies to practice mindfulness
Ongoing
Feedback from teachers during one-on-one sessions with leadership
teams
Ongoing
Attitude “I believe this is worthwhile.”
Observations of teachers during the workday to gauge their
engagement with mindfulness
Ongoing
Survey after training sessions to gauge their understanding of the
benefits of a mindfulness practice
At the end of
training sessions
Confidence “I think I can do it on the job.”
Discussions with teachers during the training sessions Ongoing
Opportunity to share success stories during training sessions
Ongoing
Commitment “I will do it on the job.”
Survey after completion of training sessions to gauge commitment End-of-year
Discussions in one-on-one meetings with leadership
Ongoing
Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2016), level one focuses on the reaction of the
program participant. For the early education teachers, it will be important to gauge their
personal reactions about the mindfulness program conducted at the center. Table 16 lists the
methods that will be used to determine how the teachers react to the learning events.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 113
Table 16
Components to Measure Reactions to the Program
Method(s) or Tool(s)
Timing
Engagement
“Check-in’s” During One/One Meetings with
Director
Ongoing
“Check-in’s” During Staff Meetings
Monthly
Observations of Staff
Ongoing
Training Session Evaluations After the completion of each training
session
Relevance
“Check-in’s” During Staff Meetings Monthly
Training Session Evaluations After the completion of each training
session
Customer Satisfaction
Training Session Evaluations After the completion of each training
session
Commentary from teachers and observation of
body language
During training sessions
Evaluation Tools
Immediately following the program implementation. Evaluation for the training
program will be assessed both during each training session and after the completion of each
session. Level 1 reaction will be evaluated during each training session through the Director of
the center conducting pulse-checks, by asking the teachers if they are seeing value in the
material. The Director will also monitor the reactions of the teachers through the questions they
ask during the session as well as their body language.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 114
Leven 1 and Level 2 will be assessed at the end of each of each training course. The
Director will ask each early education teacher to complete an assessment to determine the
engagement, relevance, and customer satisfaction of the early education teachers in regard to the
training sessions (Level 1). The assessment will also gauge the teachers’ factual knowledge,
conceptual knowledge, attitude, confidence and commitment to the practice of mindfulness
(Level 2). The assessment form contains seven Likert-scale questions, as well as seven open-
ended questions (Appendix C).
Delayed for a period after the program implementation. Three months after the
completion of the training program, a more extensive evaluation will occur. The evaluation will
seek to understand if the teachers are integrating the training program and engaging with the
practice of mindfulness. The evaluation will also seek to understand the relationship between the
teachers’ practice of mindfulness and their feelings of well-being. The Five-Facet Mindfulness
Questionnaire (Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006) will be administered
(Appendix D). The questionnaire is comprised of 15 questions using a 5-point Likert scale.
Additionally, the Ryff Psychological Well-Being Scale will be used (Ryff & Keyes, 1995). The
scale includes 18 questions using a 6-point Likert scale (Appendix E).
Data Analysis and Reporting
The Level 4 goals of the organization depend on the early education teachers to
demonstrate Level 3 behaviors focused on demonstrating competency in mindfulness and
integrating the practice into their daily routines. Prior to the commencement of the training
program, the early education teachers will be assessed using the Five-Facet Mindfulness
Questionnaire (Appendix D) and the Ryff Psychological Well-Being Scale (Appendix E) to
provide a baseline in regard to the teachers’ engagement with mindfulness and their perceived
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 115
well-being. Following the completion of the training program, the Director of The Early
Learning Center will re-administer the same two assessments. The results from the assessments
pre-training and post-training will be integrated into a dashboard (Figure 4, Figure 5) as a means
to understand how the teachers and the organization are accountable in relation to the stakeholder
and organizational goals. Similar dashboards will be developed to monitor Levels 1 and 2.
Figure 4. Sample dashboard of early education teachers’ level of competency as related to the
practice of mindfulness.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 116
Figure 5. Sample dashboard of early education teachers’ perceived feelings of well-being.
Summary
The New World Kirkpatrick Model (2016) provided a framework that can be used to
develop, implement, and evaluate a training program for the early education teachers at The
Early Learning Center. As the stakeholder and organizational goals seek to integrate the practice
of mindfulness to positively impact teacher well-being, a training program was developed to
address the gaps from the study results and findings. Using the New World Kirkpatrick Model
(2016), four levels of training and evaluation were used, including reaction (Level 1), learning
(Level 2), critical behaviors (Level 3), and results (Level 4). As guided by Kirkpatrick and
Kirkpatrick (2016), the training program results were first established, focusing on the results
and leading indicators, including both internal and external outcomes. Following the
development of Level 4, critical behaviors needed by the early education teachers (Level 3) were
established, followed by specific learning goals (Level 2). The final component (Level 1) was
created with the goal of understanding how the early education teachers responded to the training
and found the information provided relevant to their goals. While the training program has yet to
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 117
be implemented, recommend evaluation tools were provided to be utilized at a later
date. Analyzing the formative and summative assessments will be critical in understanding how
the training program impacted the organizational and stakeholder goals. Additionally, the data
from the assessments will provide a framework for further training as the early education
teachers seek to integrate mindfulness as a means to favorably impact their overall well-being.
Conclusion & Future Research Recommendations
The purpose of this study was to evaluate the knowledge, motivation, and organizational
influences related to the teachers at The Early Learning Center demonstrating competency in
mindfulness and integrating the practice on a consistent basis. The Early Learning Center is
undergoing a physical expansion with increasing enrollment and staff levels, and the well-being
of the teachers at the center is an important consideration for the leadership team. The literature
review established that early education teachers face high levels of stress that are unique to their
profession, which negatively impacts their well-being. The practice of mindfulness has
documented benefits for early education teachers in both a professional and personal capacity.
The research study highlighted the complexity of the construct, in both understanding the
concept of mindfulness and integrating the practice. Using the Clark and Estes Gap Analytic
Framework (2008), considering the knowledge, motivational, and organizational influences
revealed gaps. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) provided a
framework to address the gaps and develop a comprehensive training program as a means to
achieve the stakeholder and organizational goals. The early education teachers are responsive to
learning more about the concept of mindfulness, and the leadership team supports the further
training in regard to mindfulness. Integrating the training program proposed in Chapter Five
will provide a framework for ongoing training, and further an organizational culture that
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 118
integrates and models the practice of mindfulness. The teachers recognize the positive impact
the practice of mindfulness has on their overall well-being, and a continued focus on mindfulness
is needed in order to counteract the stressors embedded within the field of early education.
While data triangulation enhances the validity of a research study, given the personal and
reflective nature of the topic, careful consideration needs to be given to the value of integrating a
quantitative assessment tool. For this particular study, the results from the Mindful Attention
Awareness Scale (MAAS) did not support the findings from the qualitative interviews,
suggesting social desirability bias. The positive organizational culture surrounding the concept
of mindfulness and the positive attitudes demonstrated by both the Executive Director and
Director of the center in regard to being mindful may have influenced the survey results, as the
teachers’ perception of their capability of being mindful was not fully supported. Specifically,
interview data revealed knowledge gaps. Given the focus of the study, and the research
questions, the results from the Mindful Attention Awareness Scale (MAAS) did not offer
significant research value, and I recommend careful consideration of utilizing an assessment of
this nature with future studies related to this topic. Also, the scope of this research study was
intentionally limited to females, and therefore offered a limited perspective on how mindfulness
can impact the well-being of early education teachers. Future research could further expand on
exploring the impact of mindfulness on early education teacher well-being, and also include male
teachers, offering a more comprehensive understanding of how mindfulness can favorably
influence the profession of early education.
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 119
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Appendix A
Survey Item
Mindful Attention Awareness Scale (MAAS)
(Brown & Ryan, 2003)
Below is a collection of statements about your everyday experience. Using the 1-6 scale below, please
indicate how frequently or infrequently you currently have each experience. Please answer according to
what really reflects your experience rather than what you think your experience should be. Please treat
each item separately from every other item.
1 Almost Always 2 Very Frequently 3 Somewhat Frequently 4 Somewhat Infrequently 5 Very Infrequently 6 Almost Never
I could be experiencing some emotion and not be conscious of it until sometime
later.
1 2 3 4 5 6
I break or spill things because of carelessness, not paying attention, or thinking of
something else.
1 2 3 4 5 6
I find it difficult to stay focused on what’s happening in the present.
1 2 3 4 5 6
I tend to walk quickly to get where I’m going without paying attention to what I
experience along the way.
1 2 3 4 5 6
I tend not to notice feelings of physical tension or discomfort until they really grab
my attention.
1 2 3 4 5 6
I forget a person’s name almost as soon as I’ve been told it for the first time.
1 2 3 4 5 6
It seems I am “running on automatic,” without much awareness of what I’m doing.
1 2 3 4 5 6
I rush through activities without being really attentive to them.
1 2 3 4 5 6
I get so focused on the goal I want to achieve that I lose touch with what I’m doing
right now to get there.
1 2 3 4 5 6
I do jobs or tasks automatically, without being aware of what I'm doing.
1 2 3 4 5 6
I find myself listening to someone with one ear, doing something else at the same
time.
1 2 3 4 5 6
I drive places on ‘automatic pilot’ and then wonder why I went there.
1 2 3 4 5 6
I find myself preoccupied with the future or the past.
1 2 3 4 5 6
I find myself doing things without paying attention.
1 2 3 4 5 6
I snack without being aware that I’m eating.
1 2 3 4 5 6
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 136
Appendix B
Interview Protocol
I would like to first begin with expressing my gratitude for agreeing to participate in my study.
Thank you taking some time out of your extremely busy schedule to meet with me and answer
some questions. This interview will take about an hour, although we have allocated an hour and
half for some cushion on time.
I am currently enrolled in a doctoral program at the University of Southern California and am
conducting a study exploring the relationship between mindfulness practice and early education
teachers.
I am not here to make a professional assessment or judgment of your performance as a teacher. I
would like to emphasize that today I am only here as a researcher collecting data for my study.
The information you share with me will be placed into my study as part of the data collection. In
addition, this interview is completely confidential and your name or responses will not be
disclosed to anyone or anywhere outside the scope of this study and will be known only to me
specifically for this data collection. While I may choose to utilize a direct quote from you in my
study, I will not provide your name specifically and will make the best effort possible to remove
any potential identifying data information. I will gladly provide you with a copy of my final
product upon request.
During the interview, I will be utilizing a recording device to assist me in capturing all of your
responses accurately and completely. This recording will not be shared with anyone outside the
scope of this project. The recording will be transferred to my password-protected files on a
cloud file storage account and deleted from the recording device immediately upon transfer. The
recording will then be destroyed after two years from the date my dissertation defense is
approved.
With that, do you have any questions about the study before we get started? If not, I would like
your permission to begin the interview. May I also have your permission to record this
conversation?
Background
1. Why did you become an early education teacher?
2. Why did you choose to work at The Early Learning Center?
3. How would you describe your typical day as a teacher at The Early Learning Center?
4. What do you enjoy most about teaching at The Early Learning Center?
5. What are some of the challenges you face as an early education teacher?
Knowledge
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 137
1. How would you describe the practice of mindfulness in your own words?
2. Please describe an experience in the last two months when you practiced mindfulness or
thought about practicing mindfulness.
3. How would you describe the specific benefits of mindfulness to a friend?
4. If someone wanted to start a mindfulness practice, what would be some specific
actionable items that they could do?
Motivation
1. Please tell me about your interest in practicing mindfulness.
a. Why you feel that way?
2. How do you feel about your ability to integrate mindfulness in your daily life?
a. Why do you feel that way?
3. Please describe some specific events or feelings which encourage you to be mindful.
4. Please describe the types of events which discourage – or prevent – you from being
mindful.
5. Describe how you see the practice of mindfulness impacting your role as a teacher, if at
all.
Organizational Influence
1. How did the training conducted in April and May 2018 about mindfulness impact your
understanding of the concept?
2. To what degree do you see the leadership team supporting your practice of mindfulness?
3. What resources – if any - have been provided to you by your organization that has helped
support your own mindfulness practice?
4. What resources do you wish were provided to you that would have helped your
understanding of the concept of mindfulness?
5. If you went to another school and they wanted to integrate mindfulness for their teachers,
what daily resources do you think the teachers would need to support the practice of
mindfulness?
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 138
Appendix C
Evaluation Immediately Following Each Training Session
Please circle the rating for each question based on the below criteria:
1 = Strongly Disagree 2 3 4 5 = Strongly Agree
Level 1: Engagement
1. I was well engaged during the training session.
1 2 3 4 5
2. I was given ample opportunity to practice the skills I was asked to learn.
1 2 3 4 5
3. It was easy for me to get actively involved during the training session.
1 2 3 4 5
Level 1: Relevance
4. The content covered in the training session met my expectations.
1 2 3 4 5
5. The information provided in the session aided me in understanding mindfulness.
1 2 3 4 5
6. I will be able to immediately apply what I learned.
1 2 3 4 5
Level 1: Customer Satisfaction
7. I would recommend this training to my co-workers or another early education teacher.
1 2 3 4 5
Additional Comments:
1. How would you describe the concept of mindfulness? (L2: Factual)
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 139
2. Identify at least three benefits of employing a mindfulness practice. (L2: Conceptual)
3. List at least three strategies for employing a mindful practice. (L2: Conceptual)
4. Reflect on potential barriers you see that prevent you from practicing
mindfulness. Please share at least three. (L2: Metacognitive)
5. How can you address the barriers you identified to integrate mindfulness into your
life? (L2: Utility Value)
6. How will you integrate the practice mindfulness in the next 30 days? (L2: Self-Efficacy)
7. How will you integrate the practice of mindfulness in the next 3 months? (L2: Self-
Efficacy)
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 140
Appendix D
Pre-Training and Three Months Post Training
Five-Facet Mindfulness Questionnaire
Please use the 1 (never or very rarely true) to 5 (very often or always true) scale provided to indicate how true the
below statements are of you. Circle the number in the box to the right of each statement which represents your own
opinion of what is generally true for you. For example, if you think that a statement is often true of you, circle ‘4’
and if you think a statement is sometimes true of you, circle ‘3’.
Never or
very rarely
true
Rarely
true
Sometimes
true
Often
true
Very often
or always
true
When I take a shower or a bath, I stay alert to the
sensations of water on my body. (L3 & L4)
1 2 3 4 5
I’m good at finding words to describe my feelings.
(L3 & L4)
1 2 3 4 5
I don’t pay attention to what I’m doing because I’m
daydreaming, worrying or otherwise distracted. (L3
& L4)
1 2 3 4 5
I believe some of my thoughts are abnormal or bad
and I shouldn’t be that way. (L3 & L4)
1 2 3 4 5
When I have distressing thoughts or images, I ‘step
back’ and am aware of the thought or image without
getting overtaken by it. (L3 & L4)
1 2 3 4 5
I notice how foods and drinks affect my thoughts,
bodily sensations, and emotions. (L3 & L4)
1 2 3 4 5
I have trouble thinking of the right words to express
how I feel about things. (L3 & L4)
1 2 3 4 5
I do jobs or tasks automatically without being aware
of what I’m doing. (L3 & L4)
1 2 3 4 5
I think some of my emotions are bad or inappropriate
and I shouldn’t feel them. (L3 & L4)
1 2 3 4 5
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 141
When I have distressing thoughts or images I am able
just to notice them without reacting. (L3 & L4)
1 2 3 4 5
I pay attention to sensations, such as the wind in my
hair or sun in my face. (L3 & L4)
1 2 3 4 5
Even when I’m terribly upset I can find a way to put it
into words. (L3 & L4)
1 2 3 4 5
I find myself doing things without paying
attention. (L3 & L4)
1 2 3 4 5
I tell myself I should be feeling the way I’m
feeling. (L3 & L4)
1 2 3 4 5
When I have distressing thoughts or images I just
notice them and let them go. (L3 & L4)
1 2 3 4 5
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 142
Appendix E
Sample Evaluation
Pre-Training and Three Months Post Training (Level 4)
Ryff Psychological Well-Being Scale
Instructions: Circle one response below each statement to indicate how much you agree or
disagree.
1. “I like most parts of my personality.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
2. “When I look at the story of my life, I am pleased with how things have turned out so far.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
3. “Some people wander aimlessly through life, but I am not one of them.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
4. “The demands of everyday life often get me down.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
5. “In many ways I feel disappointed about my achievements in life.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
6. “Maintaining close relationships has been difficult and frustrating for me.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
7. “I live life one day at a time and don't really think about the future.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
8. “In general, I feel I am in charge of the situation in which I live.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
9. “I am good at managing the responsibilities of daily life.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
IMPACT OF MINDFULNESS ON TEACHER WELL-BEING 143
10. “I sometimes feel as if I've done all there is to do in life.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
11. “For me, life has been a continuous process of learning, changing, and growth.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
12. “I think it is important to have new experiences that challenge how I think about myself and the world.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
13. “People would describe me as a giving person, willing to share my time with others.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
14. “I gave up trying to make big improvements or changes in my life a long time ago.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
15. “I tend to be influenced by people with strong opinions.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
16. “I have not experienced many warm and trusting relationships with others.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
17. “I have confidence in my own opinions, even if they are different from the way most
other people think.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
18. “I judge myself by what I think is important, not by the values of what others think is
important.” (L4)
Strongly
agree
Somewhat
agree
A little
agree
Neither agree nor
disagree
A little
disagree
Somewhat
disagree
Strongly
disagree
Abstract (if available)
Abstract
This mixed methods study examined the impact of mindfulness practice on the well-being of early education teachers at The Early Learning Center. The research questions explored the knowledge and motivation of the early education teachers, and the organizational influences at the center, which impacted the early education teachers’ ability to demonstrate competency in mindfulness and integrate the practice within their professional and personal lives. The Clark and Estes Gap Analytic Framework (2008) was utilized, and the results and findings from the study revealed three themes related to the teachers and mindfulness. As the teachers sought to demonstrate competency in mindfulness, gaps were revealed with the teachers as related to factual, conceptual, and metacognitive knowledge. While the teachers recognized the benefits of a mindfulness practice and demonstrated self-efficacy in being mindful, the was a motivational gap in regard to self-determination theory, as the teachers did not express a strong level of interest in engaging with the practice of mindfulness. The teachers perceived the leadership team as supporting mindfulness at the center, however additional training is needed, as well as modeling of the practice, and designated time outside of the classroom for the teachers to engage in mindfulness. The results and findings from the research study provided a framework for developing a recommended training program. Utilizing the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), a training and evaluation program was developed as the recommended action for reducing the gaps and aiding in the achievement of the stakeholder and organizational goals.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Mitchell, Karen Applegate
(author)
Core Title
Impact of mindfulness on early education teacher well-being: an evaluation study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
02/13/2019
Defense Date
01/08/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
contemplative practice,early education,early education teacher stress,early education teacher well-being,mindful practice,mindfulness,OAI-PMH Harvest,teacher well-being,Teachers,well-being
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Seli, Helena (
committee chair
), Canny, Eric (
committee member
), Robles, Darline (
committee member
)
Creator Email
karenamitchell@me.com,karenmit@usc.edu
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Tags
contemplative practice
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early education teacher well-being
mindful practice
mindfulness
teacher well-being
well-being