Teacher perception of emotional intelligence, mindfulness and grit in professional practice and its impact on professional relationships : a study of introspection and reflection, 2021

Item — Call Number: MU Thesis Ans

Identifier: b7930365

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2021

Creator

Ansell, Roseanne E. (Roseanne Elizabeth) (1969- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)
Salvatore, Michael H. (1975- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 142 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

The purpose of this study was to examine how professional development in Mindfulness-Based Stress Reduction (MBSR) impacts teachers in professional practice. This study analyzed the effects that professional development had on expanding teacher's capacity for mindfulness and how teachers' perceptions of their own mindfulness influenced professional relationships. The cultivation of mindfulness, through MBSR training, positively influences emotional and physical health as well as prosocial applications (Kabat-Zinn, 2003). The practice of mindfulness appears to be a tangible mechanism for improving overall health, well-being, and interpersonal relationships.

This study included 64 participants in a preschool through grade-eight school within the context of a suburban public school district. Upon receiving a mandated district wide exposure to MBSR practices, teachers were offered an opportunity to volunteer for participation in an eight-session MBSR intervention program. Thirty-three participants volunteered and were included in an eight-session MBSR intervention program. Upon receiving the eight-session MBSR intervention program, teachers were afforded an opportunity to volunteer for participation in an MBSR study. Three participants were included in the MBSR interview study. Throughout the study, the principal researcher conducted an autoethnography and served as a participant in the MBSR district and volunteeer programs.

Data collection of this study included pre- and post-surveys, semi-structured interviews utilizing purposive sampling, and autoethnography. The data analysis involved a mixed-methods study of quantitative and qualitative inquiry utilizing paired samples t-tests and independent samples t-tests for analyzing the quantitative results and grounded theory for analyzing the qualitative results. Pre- and post-surveys, semi-structured interviews, and autoethnography reflections were conducted as a means of gaining insight into teachers' perception, awareness, and recognition of their utilization of mindfulness in professional practice. The quantitative and qualitative findings were statistically significant and supported the notion that professional development in MBSR has a positive impact on teachers' perception of their capacity for mindfulness in professional practice and increased awareness of their capacity for mindfulness in professional relationships.

Partial Contents

List of tables -- List of figures -- List of abbreviations -- 1. Introduction -- 2. Review of literature -- 3. Methodology -- 4. Results -- 5. Discussion -- References -- Appendices.