Supportive Social and Emotional Learning Contexts Amplify the Relation Between Mindfulness and Inspiration in Teaching

• In Event: Teacher Outcomes and Social and Emotional Learning

Abstract

Using a cross-sectional design, this study investigated the relation of three dimensions of mindfulness in teaching (i.e., Calmness, Clarity, Kindness) to inspiration in teaching. Additionally, the study explored the influence of school contextual factors on the relation between mindfulness and inspiration in teaching—namely, the influence of teachers’ beliefs about their school’s culture for social and emotional learning (SEL) and their reports of school/classroom integration of SEL. Findings indicated a moderately positive relation of two dimensions of mindfulness in teaching (i.e., Clarity and Kindness) to inspiration in teaching. Also, a supportive school culture for SEL and school/classroom integration of SEL amplified the relation between mindfulness in teaching (Clarity) and inspiration in teaching. Implications for research and practice are discussed.

Authors

• Rebecca Nyquist Baelen, Center for Reaching & Teaching the Whole Child
  Presenting Author

• Jenna Whitehead, University of British Columbia
  Non-Presenting Author

• Kay Thursby-Bourke, University of Illinois at Chicago
  Non-Presenting Author

• Kimberly A. Schonert-Reichl, University of Illinois at Chicago
  Non-Presenting Author