Date of Award

6-2020

Culminating Project Type

Starred Paper

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Dr. Bradley Kaffar

Second Advisor

Dr. Kyounghee Seo

Third Advisor

Dr. William Lepkowski

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

mindfulness, teacher, education, emotional regulation, job satisfaction

Abstract

Teaching requires a lot of caring, determination, creativity, flexibility, knowledge, and understanding. To have these traits shine through, teachers must have compassion for the students they educate. When compassion turns into mental health stressors, teachers can no longer concentrate effectively in the classroom environment. Giving a teacher tools of mindfulness practices can help the teacher to equip themselves to help counter compassion stress. This paper is a literature review intended to explain what mindfulness is, the history behind it, the need for mindfulness in an educational setting, and research evaluating the effectiveness of mindfulness for teachers in general education and other specialty positions like Special Education and Music Education. The paper answers the question, "When given the tools of mindfulness, can teachers use this practice to regulate stress levels and build sustaining relationships, which can lead to increased job satisfaction and teacher retention?" This review describes multiple qualitative and quantitative research designs that represent how mindfulness for teachers is beneficial to alleviate everyday mental health stressors of emotional regulation, negative perceptions, hyperreactivity, job burnout, and high distress. This study intends to inform school district administrators, teachers, and employees about the effectiveness of mindfulness practices for emotional regulation, building relationships, and job satisfaction.

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