Date of Conferral
Delfina M. Ashley-Baisden
Teachers throughout the United States show low levels of self-efficacy which not only affects their own well-being in the profession but also their students' opportunity to learn. The gap in the literature addressed by this study is the relationship between self-efficacy and mindfulness. Grounded in Shapiro's model of mindfulness and Bandura's theory of self-efficacy, the purpose of this study was to explore the relationship between prekindergarten to grade 12 teachers' 5 facets of mindfulness scores and their perceived level of self-efficacy score at Regional School District (RSD, a pseudonym). The study is a nonexperiemental correlational design for which 130 prekindergarten to grade 12 teachers from a total of 633 teachers (40% response rate) completed an online-administered survey called the Five Facets of Mindfulness Questionnaire (FFMQ) and the Teachers' Sense of Self-Efficacy Scale (TSES). The Pearson correlation coefficients showed significant relationships between self-efficacy scores and the overall mindfulness score (p = .000) as well as in the 4 facets describing (p = .007), acting with awareness (p = .002), nonjudging of inner experience (p = .000), and nonreactivity to inner experience (p = .000). Observing (p = .295) was the only facet where a significant relationship with self-efficacy was not found. When teachers use some of the 5 facets of mindfulness consistently, a potential positive social change benefit may be increased self-efficacy, which might lead to increased teacher satisfaction, lower attrition rates, and may affect positive social change in students meeting their learning goals.
Gardner, Ketra, "Relationship Between Prekindergarten to Grade 12 Teachers' Mindfulness and Self-Efficacy" (2018). Walden Dissertations and Doctoral Studies. 5862.