Date of Award
5-2025
Degree Type
Doctoral Dissertation
Committee Chair
Deirdra A. Preis, Ed.D.
2nd Reader
David Title, Ed.D.
3rd Reader
Rene Roselle, Ph.D.
Abstract
This Improvement Science Dissertation in Practice (ISDiP) sought to examine the effects of mindfulness-based and trauma-informed instruction on special education teachers' (SETs’) perceived levels of stress and self-efficacy to improve teacher wellbeing, reduce attrition, and foster a stronger sense of school community. This study was conducted in a large, urban public school district in the Northeastern United States using a mixed-methods explanatory sequential design within a participatory action research framework. The research addressed the following questions: Does participating in an eight-week virtual training in mindfulness exercises positively influence the perceived levels of jobrelated stress among SETs? Does participating in an eight-week virtual training in trauma-informed practices positively influence the self-efficacy of SETs? How do SETs experience the impact of mindfulness training on their perceived levels of job-related stress? How is the self-efficacy of SETs impacted by trauma-informed training? Eight SETs (n=8) participated in eight one-hour virtual intervention sessions outside of contracted school hours, engaging with mindfulness and traumainformed strategies. Findings from pre- and post-intervention surveys indicated a slight statistically insignificant increase in participants' stress levels. Similarly, self-efficacy levels slightly increased, but this change was also not statistically significant. However, qualitative findings suggested that participants perceived these interventions as beneficial in managing stress, fostering emotional resilience, and improving their ability to support students with exceptionalities (SWEs). Participants also reported feeling more connected to their peers and experiencing greater professional fulfillment.
While the quantitative data did not demonstrate statistically significant changes, these findings suggest that mindfulness-based and trauma-informed practices hold promise in supporting SETs’ wellbeing. Future research should explore long-term implementation strategies and consider larger sample sizes to further examine the impact of these interventions on teacher retention, school culture, and student outcomes.
Recommended Citation
Hagley, K. (2025). The integrated teacher: A mixed methods study on how professional development in comprehensive wellbeing practices affect special education teacher stress and efficacy [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/59
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Comments
A dissertation in the Isabelle Farrington College of Education and Human Development Presented to the Faculty of Sacred Heart University In Partial Fulfillment of the Requirements for the Degree of Doctoral of Education