TEACHERS’ PERCEPTIONS OF MINDFULNESS PRACTICES AT A SELECTED SCHOOL IN SOUTHEAST TEXAS

Abstract

Vetter, Tonya L., A Phenomenological Descriptive Study of Teachers’ Perceptions of Mindfulness Practices at a School in Southeast Texas. Doctor of Education (Executive Educational Leadership), May, 2020, Houston Baptist University, Houston, Texas. The purpose of this study is to describe teachers’ perceptions of mindfulness practices. The participants for this study were purposefully selected from within a population of teachers, faculty, and staff, participating in a 6-week mindfulness campus pilot program. A total of nine participants addressed all of the questions on the questionnaire and returned it to the researcher. Six of the nine participants attended the focus group interview. In this descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology. In doing so, the researcher gained knowledge as the participants in this study conveyed their feelings; which described what they perceived and sensed through their own experiences. The overall findings on the participants’ questionnaire responses and focus group sessions indicated that nine themes embedded in three categories emerged. The themes for the While in School category included stress management, non-reactivity, and emotional awareness. The themes for the While Out of School category included compassion, self-care, and temperament. The themes for the Experience with Students in the Classroom category included job satisfaction and time management, leniency, and quality of relationships. The themes identified in each category were determined through analysis of frequencies and percentages of the participants’ responses to questions regarding the impact and effect of mindfulness practices. Based on responses from participants in this study, mindfulness practices provided support and skills needed to work successfully in a stressful environment. Participants were able to integrate mindfulness inside and outside the school day and found it beneficial in improving the quality of their relationships. The researcher hopes that the findings of this study will serve as a tool of support for teachers, faculty, and administrators in their efforts to create a healthy learning environment. The findings of this study may encourage schools to pay attention to the various mindfulness curriculums to accurately implement the model that is most appropriate for their campus needs. In addition, it is imperative that mindfulness professional development is provided in order to understand how mindfulness works and how to implement mindfulness practices successfully. Mindfulness implemented as suggested will become an asset to all on campus throughout their communities. KEY WORDS: Awareness, Barriers, Burnout, Coping, Job performance, Meditation, Mindfulness, Non-judgmental, Teacher stress