Date of Award


Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)




A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.

Committee Chair

David G. Title, Ed.D.

2nd Reader

T. Lee Morgan, Ph.D.

3rd Reader

Roszena Haskins, Ed.D.


This Improvement Science Dissertation in Practice (ISDiP) aimed to understand to what extent mindfulness-based interventions (MBIs) designed for the school setting aided in the development of middle school teachers’ perceptions of self-management skills and what impact MBIs had on participants’ perceptions of enhanced mindfulness, well-being, and stress. Additionally, the study reported on the indirect impact participation in the mindfulness program had on teachers’ perceptions of classroom management, climate, and relationships with students. Using a mixed-methods design, the researcher investigated the impact of a two-phase mindfulness program designed to provide high-quality professional learning and structured intervention to a group of 20 middle school teachers after data from multiple district measures indicated teachers’ social-emotional competencies were a necessary focus within the context of district goals. The researcher utilized a pre- and post-intervention survey measure, self-report questionnaires completed during the training and intervention phases, and participant voice garnered during a structured focus group to answer the proposed research questions. Results of the study support previous conclusions as cited in the literature. School-based MBIs offer effective strategies for teacher self-management that are feasible within the scope of the school day. The data presented supports this conclusion; participants reported improvements on all measures when comparing growth on pre- and post-intervention scores. Results revealed statistically significant improvement when measuring perceived self-management skills and enhanced mindfulness (total score), and statistically significant reductions in perceived stress levels. Additionally, participants reported that their ability to use mindfulness to self-manage emotions throughout the day had an indirect impact on their positive interactions with students and on the classroom environment. Finally, to inform program expansion the researcher designed the study to understand what components of the school-based program were most effective and why, and which specific MBIs participants found most useful to manage stress and improve well-being. Based upon the results, leaders invested in developing comprehensive social-emotional learning (SEL) programs within their school districts may find this study relevant in a climate indicative of elevated teacher stress and compromised well-being.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.



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