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.