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Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being.
Thesis (MEdPsych)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867614141246603264 |
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| access_status_str | Open Access |
| author | Roos, Chanel |
| author2 | Jacobs, Carmelita |
| author_browse | Jacobs, Carmelita Roos, Chanel |
| author_facet | Jacobs, Carmelita Roos, Chanel |
| author_sort | Roos, Chanel |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128836 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:47:19.123Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128836 Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. Roos, Chanel Jacobs, Carmelita Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Mindfulness-based cognitive therapy Burn out (Psychology) Mental health promotion Mental health service Educational psychology Stress (Psychology) Teachers -- Job stress UCTD Thesis (MEdPsych)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Stress and burnout are prolific issues in the workplace in terms of one’s productivity, positivity and mental well-being. Since the Covid-19 pandemic, there has been an accelerated increase in anxiety and depression seen in feelings of fear, panic, stress and fatigue (Gilleard et al., 2020), and it appears that there is still a lack of support in mental health and well-being for teachers. Blogs and social media pages suggest that teachers are trying themselves to incorporate mental well-being techniques into their daily practices and classroom. Mindfulness is the practice of intentional awareness without judgement. It is used by many, globally, to promote self-regulation, reduce stress and increase focus and productivity. The purpose of this study was to investigate the experiences of teachers who practise mindfulness-based interventions (MBIs) to advance their mental well-being. The aim of this research was to understand the teachers experiences in the hope to encourage the South African education system to incorporate these MBIs into teachers’ tertiary education programmes to equip them with the tools from the beginning, to take with them through their careers, giving them strategies to build on their resilience. This qualitative study was grounded in the social constructivism paradigm to explore the experiences of teachers from their point of view. Six primary school teachers from public ordinary (also known as mainstream), all boy schools in the southern suburbs of Cape Town, participated in this study. Data were collected through informal observation of the participants, researcher’s reflexive journal and semi-structured interviews to allow for informal conversations between researcher and participant. Thematic analysis methods were used to analyse the data by developing codes, patterns and themes from the transcripts collected from the interviews. The findings of this study illustrated the positive outcomes mindfulness had on the teachers’ well-being and how it helped them cope in adverse situations. Based on this study’s findings, it is encouraged that MBIs are introduced to teachers in their tertiary education programmes to equip them with the tools and strategies to cope with their stress and assist in the advancement of their mental well-being throughout their careers. AFRIKAANSE OPSOMMING: Stres en uitbranding is algemene kwessies in die werkplek en skole met betrekking tot produktiwiteit, positiwiteit en geestelike welsyn. Sedert die Covid-19-pandemie was daar ʼn aanmerklike toename in angs en depressie veroorsaak deur vrees, paniek, stres en uitputting, en dit blyk dat daar steeds ʼn gebrek aan ondersteuning is vir die geestesgesondheid en welsyn van onderwysers. Met blogs en sosialemedia-bladsye wat daarop dui dat onderwysers probeer om tegnieke vir geestelike welsyn in hul daaglikse praktyke en klaskamers te inkorporeer, bevraagteken ʼn mens hoekom hierdie onderwysers nie toegerus word met die nodige gereedskap in hul onderwysersopleiding om hulle te help om tye van teëspoed die hoof te bied nie. Gedagtigheid (mindfulness) is die beoefening van doelbewuste bewustheid sonder oordeel. Dit word wêreldwyd gebruik om selfregulering te bevorder, stres te verminder en fokus en produktiwiteit te verhoog. Die doel van hierdie studie was om die ervarings van onderwysers wat gedagtigheidsgebaseerde intervensies (GGI’s) beoefen om hul geestelike welsyn te bevorder, te ondersoek. Die doel van die navorsing was om die onderwysers se ervarings te verstaan ten einde die Suid-Afrikaanse onderwysstelsel aan te moedig om hierdie GGI’s in onderwysers se tersiêre opleidingsprogramme te inkorporeer om hulle van meet af met die gereedskap toe te rus wat hulle deur hul loopbane heen kan gebruik, en om vir hulle strategieë te bied om hul veerkragtigheid te ontwikkel. Hierdie kwalitatiewe studie was gegrond in die paradigma van sosiale konstruktivisme om die ervarings van onderwysers vanuit hul oogpunt te verken. Ses laerskoolonderwysers van gewone publieke (ook bekend as hoofstroom-) seunskole in die suidelike voorstede van Kaapstad het aan die studie deelgeneem. Data is ingesamel deur informele waarneming van die deelnemers, die navorser se besinnende joernaal en semi-gestruktureerde onderhoude om voorsiening te maak vir informele gesprekke tussen die navorser en deelnemers. Tematiese ontledingsmetodes is gebruik om die data te ontleed deur kodes, patrone en temas uit die transkripsies van die onderhoude te ontwikkel. Die bevindinge van hierdie studie illustreer die positiewe uitkomste wat gedagtigheid op onderwysers se welsyn gehad het en hoe dit hulle gehelp het om in ongunstige situasies te hanteer. Op grond van hierdie studie se bevindinge word aanbeveel dat GGI’s in onderwysers se tersiêre onderwysprogramme bekendgestel word om hulle toe te rus met die gereedskap en strategieë om hul stres te hanteer en te help met die bevordering van hul geestelike welsyn in hul loopbane. Masters 2023-10-19T06:56:53Z 2024-01-08T12:52:04Z 2023-10-19T06:56:53Z 2024-01-08T12:52:04Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128836 en Stellenbosch University ix, 106 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mindfulness-based cognitive therapy Burn out (Psychology) Mental health promotion Mental health service Educational psychology Stress (Psychology) Teachers -- Job stress UCTD Roos, Chanel Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title | Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title_full | Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title_fullStr | Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title_full_unstemmed | Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title_short | Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. |
| title_sort | experiences of school teachers who practise mindfulness based interventions in advancing their mental well being |
| topic | Mindfulness-based cognitive therapy Burn out (Psychology) Mental health promotion Mental health service Educational psychology Stress (Psychology) Teachers -- Job stress UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128836 |
| work_keys_str_mv | AT rooschanel experiencesofschoolteacherswhopractisemindfulnessbasedinterventionsinadvancingtheirmentalwellbeing |