Thesis Abstract

<p> </p><p>Abstract
</p><p>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.</p><p>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.</p><p>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.</p> <br><p></p>

Thesis Overview

<p> </p><p>Chapter 1: Introduction</p><p>Background&nbsp;</p><p>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 burnout<a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fn-1">1</a>. Chronic stress and burnout can have detrimental effects on teachers' physical and mental health, as well as their job satisfaction and overall well-being<a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fn-2">2</a>.</p><p>Mindfulness-based interventions have gained increasing attention as effective approaches for reducing stress and enhancing well-being in various populations, including educators<a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fn-3">3</a>. 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.</p><p>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.</p><p>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.</p><p>Research Objectives The primary objectives of this study are:</p><ol><li>To evaluate the effectiveness of a mindfulness-based intervention in reducing stress and burnout levels among physical education teachers.</li><li>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.</li><li>To explore the perceptions, experiences, and preferences of PE teachers regarding the implementation and effectiveness of the mindfulness-based intervention.</li><li>To identify potential barriers and facilitators to the successful adoption and sustainment of mindfulness-based interventions within educational settings.</li></ol><p>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.</p><h2>Footnotes</h2><ol><li><p>Sofo, S., Vaz Núñez, P., Newbery, G., El Massri, N., &amp; Behrens, K. (2021). Physical education teachers' experiences and perceptions of stress and burnout. The Curriculum Journal, 32(3), 508-528. <a target="_blank" rel="nofollow" href="https://doi.org/10.1002/curj.96">https://doi.org/10.1002/curj.96</a> <a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fnref-1">?</a></p></li><li><p>Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. <a target="_blank" rel="nofollow" href="https://doi.org/10.1080/00131910120033628">https://doi.org/10.1080/00131910120033628</a> <a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fnref-2">?</a></p></li><li><p>Khoury, B., Sharma, M., Rush, S. E., &amp; Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519-528. <a target="_blank" rel="nofollow" href="https://doi.org/10.1016/j.jpsychores.2015.03.009">https://doi.org/10.1016/j.jpsychores.2015.03.009</a> <a target="_blank" rel="nofollow" href="https://claude.ai/chat/4f8e97d0-3188-4df9-b295-f8f4f4c5c30a#user-content-fnref-3">?</a></p></li></ol> <br><p></p>