Date of Award
Doctor of Education (EdD)
Dr. Guillermo Montes
Dr. Michael Wischnowski
The purpose of this randomized, controlled study was to examine the effects of mindfulness-based stress reduction (MBSR) intervention, on educator stress, well-being, and burnout. A total of 44 educators volunteered to participate in this study: 22 were randomized into an 8-week MBSR intervention using a 100% virtual platform, and 22 were randomized into a control group that did not receive the MBSR intervention. Preand post-intervention assessments were collected from each participant using validated scales that measured the participants’ overall well-being, stress, and components of burnout. This study conclusively shows that MBSR can reduce the levels of self-reported stress, anxiety, and burnout among K-12 educators. Although the delivery method of the course was 100% virtual, the effect sizes were comparable to, and in many instances greater than, the effects seen in previous studies using an in-person platform. Along with decreased levels of stress, anxiety, and emotional exhaustion, greater incidences of mindfulness, sense of personal accomplishment, and workload management and control were also evident. Recommendations include financial support from federal and state sources to enable each school district to offer MBSR to all K-12 educators as an effective means to combat stress, anxiety, and burnout and to reduce costs of teacher turnover. Future studies should include follow-up with participants up to 1 year after the completion of MBSR, while another study could compare the effects of MBSR on educators with different levels of experience (i.e., preservice, probationary, and experienced/tenured).
Gumina, Carmen, "The Effects of Mindfulness-Based Stress Reduction on K-12 Educator Stress, Burnout, and Well-Being" (2021). Education Doctoral. Paper 490.
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