Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Dr. Ashley Carey
2nd Reader
Maureen Ruby, DMD, Ph.D.
3rd Reader
Corinne Lykins, Ph.D.
Abstract
This Improvement Science Dissertation in Practice (ISDiP) examined whether a brief, scheduled, daily mindfulness routine could reduce teacher stress and burnout, increase resilience, and support well-being in an elementary school setting. Guided by a theory of improvement emphasizing self-awareness and emotional regulation, the study employed a mixed-methods, pre- post design implemented over seven weeks using a small sample of classroom teachers.
Quantitative data were collected using the Burnout Assessment Tool (BAT), the Teacher Burnout Scale (TBS), and the Conner-Davidson Resilience Scale (CD-RISC-10), along with daily emotion check-ins from the How We Feel app. Analyses were conducted in Excel and included pre-post comparisons, effect size estimates, and 95% confidence intervals. Qualitative evidence was collected through weekly reflection logs and open-ended surveys, and data were analyzed using inductive thematic coding.
Quantitative results showed modest, non-significant trends toward improvement across BAT core symptom subscales and TBS indicators (e.g., coping and perceived administrator support). In contrast, resilience measured by the CD-RISC-10 increased following the intervention and reached statistical significance, indicating improvement in teachers’ perceived ability to adapt and recover in the face of stress. Qualitative findings strengthened interpretation of these patterns: teachers consistently described mindfulness as a grounding, accessible practice that helped reduce reactivity, increase emotional awareness, improve focus, and support more positive classroom interactions. Teachers also reported that mindfulness was particularly helpful during high-demand weeks, functioning as a buffer amid ongoing systemic and personal stressors.
Overall, the findings suggest daily mindfulness practices are feasible within typical school routines and may offer a low-burden strategy for supporting educator well-being, with resilience emerging as the clearest quantitative improvement. Further research with larger samples and sustained implementation support is recommended.
Recommended Citation
Mallett, L.K. (2026). Enhancing teacher well-being and resilience through scheduled daily mindfulness practices: A convergent mixed methods study [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/81/
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Comments
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.