Exploring mindfulness as an intervention on teachers’ stress, anxiety and depression in the Eastern Cape, South Africa
- Authors: Hemmings, Tanya
- Date: 2018
- Subjects: Teachers -- Job stress , Stress (Psychology) Anxiety Depression, Mental
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/22365 , vital:29962
- Description: Teaching has been identified as one of the most stress-inducing occupations, thus improving the psychological well-being of teachers is a priority. Research indicates that mindfulness is an effective intervention in stress-related illnesses. This mixed methods study examined the outcomes of a six-week mindfulness-based intervention (MBI) on teachers’ stress, anxiety and depression. Six teachers from a high school in Port Elizabeth were selected through non-probability, purposive sampling. Quantitative data was collected by means of pretest- posttest questionnaires, namely the Symptom Checklist-90-R (SCL-90-R), Depression Anxiety and Stress Scale, 21-item version (DASS-21), Mindfulness Attention Awareness Scale (MAAS), and Five Facet Mindfulness Questionnaire (FFMQ). Descriptive statistics and the Mann-Whitney U-Test revealed a significant difference between the pretest-posttest depression levels of the participants (p < 0.05), and non-significant differences for the anxiety, stress, and mindfulness levels (p = 0.06). Qualitative data from a focus group interview, utilising semi-structured open-ended questions, was analysed using thematic analysis. Five themes were identified, namely changes in stress, anxiety and depression levels, awareness and attention, self-regulation, impact on the teaching environment, and specific negative and positive experiences. Themes were evaluated according to literature and examined through the lens of self-determination theory (SDT). The findings indicated that mindfulness has potential to enhance well-being, and alleviate symptoms of stress, anxiety and depression, in a teaching context.
- Full Text:
- Date Issued: 2018
- Authors: Hemmings, Tanya
- Date: 2018
- Subjects: Teachers -- Job stress , Stress (Psychology) Anxiety Depression, Mental
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/22365 , vital:29962
- Description: Teaching has been identified as one of the most stress-inducing occupations, thus improving the psychological well-being of teachers is a priority. Research indicates that mindfulness is an effective intervention in stress-related illnesses. This mixed methods study examined the outcomes of a six-week mindfulness-based intervention (MBI) on teachers’ stress, anxiety and depression. Six teachers from a high school in Port Elizabeth were selected through non-probability, purposive sampling. Quantitative data was collected by means of pretest- posttest questionnaires, namely the Symptom Checklist-90-R (SCL-90-R), Depression Anxiety and Stress Scale, 21-item version (DASS-21), Mindfulness Attention Awareness Scale (MAAS), and Five Facet Mindfulness Questionnaire (FFMQ). Descriptive statistics and the Mann-Whitney U-Test revealed a significant difference between the pretest-posttest depression levels of the participants (p < 0.05), and non-significant differences for the anxiety, stress, and mindfulness levels (p = 0.06). Qualitative data from a focus group interview, utilising semi-structured open-ended questions, was analysed using thematic analysis. Five themes were identified, namely changes in stress, anxiety and depression levels, awareness and attention, self-regulation, impact on the teaching environment, and specific negative and positive experiences. Themes were evaluated according to literature and examined through the lens of self-determination theory (SDT). The findings indicated that mindfulness has potential to enhance well-being, and alleviate symptoms of stress, anxiety and depression, in a teaching context.
- Full Text:
- Date Issued: 2018
A living theory to facilitate the improvement of teacher morale
- Hendricks, Charlotte Augusta
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
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