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Islandora
Dissertations, Theses, and Projects
Dissertations and Doctoral Projects
Health Science and Exercise Leadership (DHSc)
Pedagogical Practices Among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction
Pedagogical Practices Among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction
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Title
Pedagogical Practices Among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction: a Dissertation
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Mindfulness-based interventions have been shown to enhance well-being through a reduction in stress, anxiety, and depressive symptoms. They have also been shown to enhance working memory capacity, empathy and compassion among practitioners. The purpose of this study was to examine the mechanisms of infusing mindfulness-based interventions and mindfulness-based stress reduction practices into teacher pedagogy and gain insight into a teacher’s lived experiences. Participants were 13 teachers (7 female, 6 male) ranging from 2-to-35 years of experience. Three serial semi-structured interviews along with an observation of a lesson between the second and third interviews were conducted between a three-month period. Findings from a qualitative analysis of interview transcripts and observational notes revealed eight themes present among mindful educators: (1) teachers select content mindfully basing decisions on class climate and make-up, (2) personal history and personal practice influence ability and perceived support, (3) implementation experience varies and directly affects perceived outcomes, (4) modeling behavior for students and other staff, (5) intrinsic and extrinsic motivation remain relevant factors to implementation, (6) challenges become motivators, (7) various levels of perceived organizational support, and (8) teachers developed higher levels of empathy from teaching mindfulness. In conclusion, teachers’ experiences are a result of their ability to provide quality social and emotional instruction as a coping mechanism critical in their students’ transition to adulthood.
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Hung, Kaman Christopher (Author), (Author)
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cali:28
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