Self-Compassion Practice "Definitely Help[ed] Fight Against the Burnout Feeling" According to First-Year Teachers

• In Event: Equity, Justice, and Institutional Practice in Preservice Teacher Education

Abstract

This proposal presents findings from a mixed-methods case study of first year teachers who practiced self-compassion to address stress while enrolled in an urban undergraduate teacher education program (TEP) over three semesters of coursework and field placements in public elementary classrooms. As self-compassion practice has mitigated the effects of stress and burnout among professional caregivers, the teachers in this study practiced self-compassion throughout their TEP to address stress and potentially protect themselves from burnout and attrition in the future. Quantitative findings suggest a statistically significant increase in self-compassion scores for these teachers over time. Qualitative findings suggest that these teachers believe practicing self-compassion helps them manage stress and may protect them from burnout now that they are classroom teachers.

Author

• David Patrick Barry, West Chester University