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Teacher and Classroom Impacts of a Mindfulness-Based Intervention for Middle School Teachers: Results of a Randomized-Control Trial

Sun, April 30, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 212 A

Abstract

Purpose
This randomized-control trial study examines putative teacher, classroom, and student impacts of a mindfulness-based program for middle school teachers. The study examines the following questions: (1) Do teachers randomized to the treatment show greater improvements in wellbeing (e.g., less stress, anxiety and burnout; greater job satisfaction) than controls?; (2) Do observers rate teachers randomized to the treatment condition as showing greater emotional support and classroom organization than controls over time?; and (3) Do students’ of teachers in the treatment condition report a more supportive classroom environment and report greater engagement in learning compared to students in the control teacher classrooms? Moderation of impacts by teachers’ sex, subject matter (math/science vs. humanities), and school type (K-8 vs. middle school) will be examined.

Theoretical Framework
Mindfulness is defined as “the awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment” (Kabat-Zinn, 2003, p. 145). It includes the skills and dispositions of focused attention, conscious and clear perception, and an attitude of warm-hearted curiosity and compassionate acceptance towards the present moment (Cullen, 2011). Mindfulness training is a novel approach to teacher professional development and reduces teacher stress (e.g., Roeser et al., 2013). Little research has focused on secondary school settings, or on the classroom or student impacts of mindfulness programs in schools. Research shows that secondary school teachers feel less efficacious at and more stressed out about their jobs than do elementary school teachers (Klassen & Chui, 2011). Stress reduces the amount of energy teachers have to invest in classroom relationships or organization. Given declines in both student engagement and perceptions of the classroom climate during early adolescence, assessing the impacts of mindfulness training in early adolescence is a useful extension of the work.

Method and Measures
Fifty-five 6th – 8th grade teachers (73% female, 78% European-American) participated in a multi-method, feasibility study of mindfulness training for middle school teachers (29 treatment group teachers; 26 waitlist control teachers). All assessments at baseline were collected after teachers were randomized to condition. Assessments were conducted again at post-program. Middle school teachers were asked to identify their “most challenging class” for purposes of classroom observation. Raters observed teachers’ classrooms two times at each assessment point. Inter-rater reliability on the CLASS-Secondary observation system was acceptable. Survey measures were drawn from established instruments and showed good reliability.

Preliminary Results
Preliminary results showed (1) teachers’ in the treatment group showed greater reductions in stress and anxiety compared to control teachers; and (2) there were no differences on CLASS-S Emotional Support or Classroom Organization. The data did suggest that men and those teaching math/science did show more stability in their classroom climates over time compared to females and humanities teachers, respectively. Student data are still be processed.

Significance of the Findings
The results of this study will contribute to our understanding of the benefits of mindfulness training for helping teachers address the unique demands and challenges of the middle school classroom and engaging middle school students.

Authors