An Exploration of the Influence of Self Care and Mindfulness Practices on Early Childhood Teachers' Perceptions of Job Stress: and Job Satisfaction

This study explored the existing relationships between early childhood teachers' perceptions of stress, job satisfaction and commitment, and self-care behavior, both prior to and after participation in an eight-week mindfulness intervention. Quantitative data was collected through use of pre- and post-intervention surveys measuring perceived stress and one's ability to handle stress, general satisfaction and commitment to the field, and engagement in self-care behavior. Qualitative data was collected to evaluate participants' experiences in practicing mindfulness, including successes, challenges, or barriers that may inform future interventions. Findings indicate relationships between teacher demographics such as program affiliation, level of education, and years of experience and perceptions of stress, job satisfaction / commitment, and self-care practice. Correlational analysis also suggests relationships between variables such as stress, ability to cope, and job commitment. Results indicate daily, brief mindfulness practice yields benefits of varying degrees in teacher stress, confidence levels, job satisfaction, and self-care. Yet, limitations and challenges exist in implementation of such practices within an educational context. Recommendations for future research and practice include further investigation of duration and dosage as well as workforce variables in future implementation.