Mindfulness in the professional lives of K-12 educators

McRobbie, Emily J. (2017) Mindfulness in the professional lives of K-12 educators. Doctoral thesis, Northern Arizona University.

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Abstract

Current research with K-12 educators indicates that benefits from mindfulness practice include improvements in stress management, well-being, social-emotional regulation and relationships with students (Jennings, Frank, Snowberg, Coccia & Greenberg, 2013; Roeser, Skinner, Beers & Jennings, 2012). Examples of habits of mind needed by effective educators include emotional regulation, reflecting in a nonjudgmental way, empathy and compassion (Jennings & Greenberg, 2009; Roeser et al., 2012). This interpretive case study explains how K-12 educators enrolled in an 8-week Stress Management and Relaxation Techniques (SMART) in Education mindfulness program experience, conceptualize and apply mindfulness in their professional lives. This case study uncovers that participants believed the effects of mindfulness practice improved relational quality in both professional and personal lives. Participants with regular mindfulness practice experienced greater benefits and deeper insights. This unique type of professional development served to support praxis and counter neoliberal forces present in schools. Mindfulness for educators presents opportunities for school transformation, although change may be influenced by systemic support and privilege.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Educator; Mindfulness; Praxis; Professional development; Social emotional; Teacher
Subjects:	L Education > L Education (General)
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	23 Mar 2018 04:40
URI:	http://openknowledge.nau.edu/id/eprint/5109

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