Exploring the Utility of Mindful Gratitude in Teacher Stress, School Connectedness, and Satisfaction With Teaching

• In Event: Roundtable Session 13
  In Roundtable Session: Mindfulness and Self-Reflection

Abstract

Mindful gratitude journaling has received increasing attention in schools as a tool for fostering wellbeing and social connectedness in learners. This study extends these findings by assessing the efficacy of mindful gratitude practice on variables related to teaching. This paper examines the effect of a 3-week daily gratitude journaling intervention on teacher stress, satisfaction with teaching, perceived ability to connect with students, and perceptions of school connectedness and school climate. A single subject, multiple baseline research methodology was employed across three middle school teachers in a large urban school district. The practical significance of this work for teacher preparation programming and professional development is discussed.

Author

• Evelyn Bilias-Lolis, Fairfield University