Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Jolyn Blank, Ph.D.
Committee Member
Ilene Berson, Ph.D.
Committee Member
Tony Tan, Ph.D.
Committee Member
Eric Davis, Ph.D.
Committee Member
Linda M. Callejas, Ph.D.
Keywords
awareness of self, contemplative practices, teaching stress, therapy
Abstract
Early childhood teachers play a significant role in creating joyful, positive classroom environments for young children. Yet, occupational factors in early childhood settings create teaching stress, which can negatively affect the well-being of teachers and their interactions with children. Contemplative practices (CPs), such as mindfulness, meditation, and yoga, have been proven to decrease stress, increase self-awareness, and cultivate positive relationships with one’s self and others. The purpose of this study was to explore the storied lives of participants through a narrative inquiry to understand how the life experiences of Head Start teachers of color outside of school contexts led them to use CPs, and to explore how these teachers use CPs to cope with teaching stress. Additionally, this study explored how Head Start teachers use CPs to foster their self-awareness, specifically their Awareness of Self as a Teacher (AoST) and Awareness of Interactions (AoI) in the classroom. The findings’ revealed teachers are led to CPs through faith, family, friends, therapy and curriculum. Head Start teachers coped with stress and became more self-aware by using breath work, mindfulness, meditation, prayer, music, therapy, and connecting with colleagues. The implications are the following are needed to improve Head Start conditions for teachers: more research on CPs and the extent of their positive outcomes, research on the benefits of therapy for Head Start teachers, systematic changes to occupational factors that contribute to teaching stress, and an established culture of well-being within Head Start contexts.
Scholar Commons Citation
McKinnon, Candice L., "Head Start Teachers' Contemplative Journeys with Stress, Self-Awareness, and Interactions: A Narrative Inquiry" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10536
