The Effects of Mindfulness on Teacher Self-Efficacy with Teacher Candidates

Transcription

1 The Effects of Mindfulness on Teacher Self-Efficacy with Teacher Candidates Ernest Solar, Ph.D. Mount St. Mary s University solar@msmary.edu Presented at the 2018 Contemplative Practices for 21 st Century Higher Education March 9,

2 Research Question Does mindfulness training enhance teacher self-efficacy and persistence as teacher candidates participate in the final internship designed to prepare them for the rigors of their future profession? Based on social cognitive theory (Bandura 1977, 1997) and conceptualized by Skaalvik and Skaalvik (2010), teacher self-efficacy is their own ability to plan, organize, and perform tasks that are necessary to achieve expected educational goals. Skaalvik and Skaalvik (2007) found a strong correlation between teacher self-efficacy and teacher burnout. Schaufeli and Salanova (2007) indicate that emotional exhaustion and depersonalization are key elements to teacher burnout. Teacher depolarization refers to a negative, cynical attitude towards students and co-workers (Pines & Aronson, 1988). 2

3 Structure of the Study Mixed-Method, pre-post, Design Participants Teacher Candidates in Internship 2 Convenience sampling Intervention 7-week, 60-min session once a week, mindfulness instruction Quantitative measures - 3 self-report questionnaires: Teacher self-efficacy, perceived stress, & mindfulness Qualitative data collection: 4 reflection questions at the end of the 7-week instruction 3

4 Quantitative Measurements Norwegian Teacher Self-Efficacy Scale (NTSES) Mindfulness Attention Awareness Scale (MAAS) Perceived Stress Scale (PSS) 4

5 Qualitative Measurements What has been the most meaningful practice or learning moment during this mindfulness training? Based on your intention from the 1 st session, has your insight changed in regard to that intention? If so, why do you think? Reflect how you have changed this semester, how have you improved? Have you instituted behaviors or mindful practices in your life? What future steps will you take to continue with a mindfulness practice? 5

6 Structure of Mindfulness Curriculum Based on Gina Biegle s MBSR-Teenagers Curriculum Used the following mindfulness definition: Mindfulness is noticing your thoughts, feelings, and physical sensations in the present moment without judgements in as many moments in your life as possible. - Gina Biegel, Founder of MBSR-Teens 6

7 Structure of Mindfulness Curriculum Topics covered Foundation of mindfulness Mindful qualities (attitudes) Effects of stress on the body & mind Attention & awareness of the present moment Gratitude & Forgiveness Cultivating self-care Starting a personal mindfulness practice Meditation Practices Mindful eating Body-Scan Meditation Gratitude Meditation Drop-In Moment 10-Breathes 7

8 Descriptive Statistics N = 44 (49) Gender: 10 males & 34 females 24 undergraduates & 20 graduates Degree Type 9 elementary 23 secondary 12 elementary & special education Age 27 between between between between between between Average # of Sessions Attended = 6 8

9 Quantitative Results Pre-Post correlated t-test comparisons Variables Pre Means (N) Post Means (N) t, df, sig Efficacy Scale 4.82 (44) 5.32 (44) -4.76, 43, p=.00002** Stress Scale (44) (44) 2.49, 43, p * Mindfulness Scale 3.68 (44) 3.94 (44) -1.97, 43, p= ns *P<.05; ** p<.01; ns (not significant) Efficacy statistically increases from pre to post Stress statistically decreases from pre to post Mindfulness is marginally significant (i.e., p=.0552), showing near statistically significant increase from pre to post There was a negative correlation between the stress & mindfulness variables (pre & post) 9

10 Qualitative Results Currently focusing on themes related to stress, self-efficacy, and mindfulness in the classroom. Adopting mindful practices and breathing exercises have really helped me become a better teacher and person. Mindful practices help me assess myself and improve on who I am. I have purchased a singing bowl for my classroom and have been practicing in the classroom. I will continue to reflect on mindful qualities. 10

11 Limitations of the Study Lack of a control group Time constraint limited to only 60 minutes a week, which often cut into the weekly meditations Unable to fully cover all of the material in the curriculum like pleasant and unpleasant events Self-efficacy could have increased due to Internship 2 teaching experience as opposed to the mindfulness 11

12 Strengths of the Study Teacher candidates stress levels significantly decreased during the hardest point of the preparation program Teacher self-efficacy significantly increased, which could be attributed to the self-reflection caused my the weekly mindful qualities Teacher candidates embraced the mindful qualities as a way to manage stress which will help reduce future burnout 12

13 Discussion & Questions 13

14 References Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Pines, A. & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press. Schaufeli, W. & Salanova, M. (207). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationship with efficacy beliefs. Anxiety, Stress, & Coping: An International Journal, 20, Skaalvik, E. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, Skaalvik, E. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Journal of Teaching and Teacher Education, 26, doi: /j.tate