Abstract

Teacher stress is a persistent challenge that negatively affects educator well-being, classroom climate, and student outcomes. Although the prevalence and impact of teacher stress are well-documented. This single-case multiple baseline study investigated the effects of a structured self-compassion and mindfulness intervention on teacher stress, delivery of positive feedback, and student on-task behavior in three general education elementary teachers. Over a 6- week period, participants engaged in mindfulness and self-compassion practices, tracked through a combination of self-report scales (Daily Stress Response Scale, Perceived Stress Scale, SelfCompassion Scale, and Five Facet Mindfulness Questionnaire) and pre- and post-classroom observations. Results indicated reductions in daily stress levels and increases in self-compassion scores for most participants, alongside improvements in positive feedback and on-task student behavior. These findings suggest that self-compassion and mindfulness practices may serve as effective, practical strategies for reducing teacher stress and enhancing classroom functioning. Limitations include small sample size, reliance on self-report measures, and lack of a comparison group. Future research should employ larger, more diverse samples and incorporate qualitative data to further explore the long-term impact and implementation of these interventions in educational settings.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-06-08

Document Type

Thesis

Keywords

teacher stress, self-compassion, mindfulness, teacher well-being, positive feedback, mindfulness intervention, stress reduction, single-case design, elementary education

Language

english

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