Middle School Teacher Characteristics Associated With Perceived Gains From a Mindfulness-Based Intervention

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-5 - Applied Research in School: Teaching and Learning

Abstract

The present study described and compared teacher motivations for participation in and perceived gains from a mindfulness training for teachers, and examined whether participant baseline characteristics predicted perceived gains. Results suggested a discrepancy between what participants hoped to gain (principally personal in nature) and what they perceived gaining (principally relational). Regression results showed that after controlling for other predictors, (a) higher levels of state anxiety predicted lower perceived benefits from the training, and (b) higher levels of occupational ER predicted greater perceived benefits. Gender, teaching experience, and burnout were non-significant predictors; personal and relational motives were similarly non-significant. Analyses are still underway and results are preliminary; further analyses will explore additional moderators. Implications are discussed.

Author

• Cristi Pinela, Portland State University