Testing an Intervention to Foster Academic Optimism in Teachers

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: Teacher Stress and Coping

Abstract

More recent research has connected mindfulness practices to the alleviation of the feelings of stress by teaching educators to be present and in the moment with their students. This study examined the impact of mindfulness interventions to foster academic optimism and mindfulness in teachers. The participation sample included 107 educational professionals who participated in a mindfulness intervention. The quantitative analysis suggests statistically significant impacts were made in academic optimism. The qualitative data suggested that the mindfulness intervention had a positive impact on teacher wellbeing and environment which further suggests that even brief interventions can have a measurable impact on teacher academic optimism and mindfulness.

Authors

• Janeen Marie Goree, Fresno Pacific University

• Christian Wandeler, California State University - Fresno

• Juliet Michelsen Wahleithner, California State University - Fresno

• Donald Wise, California State University - Fresno