A Study of Select Minnesota Public School Teachers’ Mindfulness as it Relates to Their Stress-Management, Resilience, and Job Satisfaction for Motivation

Mindfulness is not a new concept or practice, and many organizations are beginning to train their staff in such practices for various purposes such as well-being and productivity. The focus of this research study is to identify mindfulness training programs specific to teachers, the mindfulness techniques teachers are trained on, attributes that can affect motivation and well-being, and the impact mindfulness and practicing mindfulness techniques can have on teachers’ reported levels of mindfulness, stress, resilience, job satisfaction, motivation, and their work environment. While there is an abundance of research on mindfulness, teacher well-being, and human motivation, there is little research analyzing mindfulness programs specific to teachers, how trained mindfulness techniques can impact teacher perception, nor whether mindful teachers have different reported perceptions regarding their levels of stress, resilience, job satisfaction, or motivation. Research findings from this study suggests that teachers who report as having higher levels of mindfulness report having lower levels of stress and higher levels of resilience, job satisfaction, and motivation. Furthermore, it was also found that teachers who reported as having lower levels of stress, an intended outcome of mindfulness, also reported having higher levels of resilience, job satisfaction, and motivation. Teachers who practiced mindfulness techniques frequently within one category (Positive Mantras, Reminders, and Restructuring; Converting Stress to Learning Experiences; Problem-Solving; Seeking Information and Support) also practiced the other mindfulness techniques more frequently. Of the teachers who practiced mindfulness techniques more frequently, it was found that they reported as having higher levels of resilience, job satisfaction, and motivation. For teacher perceptions of their work environment and implications it may have on teacher reported outcomes, it was found that teachers who reported working in a more mindful and resilient work environment also reported themselves as having higher resilience, job satisfaction, and motivation. The study provides school districts and school leaders with positive correlations that may assist them in providing opportunities to their staff regarding mindfulness training. Moreover, the study can provide a better understanding of how mindfulness techniques and being mindful may impact teacher stress, resilience, job satisfaction, and motivation. Finally, the study may suggest teacher well-being and motivational considerations for school leaders to determine what their teachers may need