Thesis Abstract

Abstract

Physical education (PE) teachers play a crucial role in promoting physical activity and healthy lifestyles among students, yet they often experience high levels of stress and burnout due to the demanding nature of their profession. Mindfulness-based interventions have emerged as promising approaches to reduce stress and enhance well-being in various populations, including educators. This study aims to evaluate the effectiveness of a mindfulness-based intervention in reducing stress and improving well-being among physical education teachers.

The research will employ a mixed-methods approach, utilizing quantitative measures of stress, burnout, and well-being, as well as qualitative data from focus groups and interviews. The study will involve the implementation of a mindfulness-based intervention program tailored for PE teachers, which will include mindfulness practices, stress management techniques, and self-care strategies. Pre- and post-intervention assessments will be conducted to evaluate changes in stress levels, burnout, and well-being indicators among the participating PE teachers.

The findings of this study will contribute to the understanding of the potential benefits of mindfulness-based interventions for PE teachers and inform the development of effective stress management and well-being programs within educational settings.

Thesis Overview

Chapter 1: Introduction

Background 

Physical education (PE) teachers play a vital role in promoting physical activity, health, and well-being among students. However, the demands of their profession, including managing large classes, dealing with student behavior, and meeting curricular requirements, can lead to high levels of stress and burnout1. Chronic stress and burnout can have detrimental effects on teachers' physical and mental health, as well as their job satisfaction and overall well-being2.

Mindfulness-based interventions have gained increasing attention as effective approaches for reducing stress and enhancing well-being in various populations, including educators3. Mindfulness practices, such as meditation, body scans, and breathing exercises, aim to cultivate present-moment awareness, acceptance, and self-regulation skills, which can help individuals manage stress and improve overall well-being.

Significance of the Study This study aims to contribute to the understanding of the effectiveness of mindfulness-based interventions in reducing stress and improving well-being among physical education teachers. By evaluating the impact of a tailored mindfulness-based intervention program, the research will provide valuable insights into the potential benefits of such interventions for this specific population of educators.

The findings of this study have the potential to inform the development and implementation of stress management and well-being programs for PE teachers. By identifying the key components and strategies of effective mindfulness-based interventions, educational institutions and policymakers can design and implement targeted programs to support the well-being and resilience of PE teachers, ultimately benefiting both the teachers and the students they serve.

Research Objectives The primary objectives of this study are:

1. To evaluate the effectiveness of a mindfulness-based intervention in reducing stress and burnout levels among physical education teachers.
2. To assess the impact of the mindfulness-based intervention on various aspects of well-being, such as emotional regulation, job satisfaction, and overall quality of life, among PE teachers.
3. To explore the perceptions, experiences, and preferences of PE teachers regarding the implementation and effectiveness of the mindfulness-based intervention.
4. To identify potential barriers and facilitators to the successful adoption and sustainment of mindfulness-based interventions within educational settings.

By addressing these objectives, the study will provide valuable insights into the role of mindfulness-based interventions in promoting stress management and well-being among physical education teachers, contributing to the development of effective support programs within the educational sector.

Footnotes

1. Sofo, S., Vaz Núñez, P., Newbery, G., El Massri, N., & Behrens, K. (2021). Physical education teachers' experiences and perceptions of stress and burnout. The Curriculum Journal, 32(3), 508-528. https://doi.org/10.1002/curj.96 ?

2. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628 ?

3. Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519-528. https://doi.org/10.1016/j.jpsychores.2015.03.009 ?