Graduation Year
2022
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Higher Ed/Community College Ed
Major Professor
Sarah Kiefer, Ph.D.
Co-Major Professor
Howard Johnston, Ph.D.
Committee Member
Kathleen Ciez-Volz, Ed.D.
Committee Member
Tori Lockler, Ph.D.
Keywords
anxiety, shamatha, autoethnography, higher education
Abstract
The purpose of this autoethnography was to explore meditation and mindfulness to mitigate burnout and promote wellbeing among faculty. I explored how meditation and mindfulness shaped me personally and professionally as an educator. I explored the methods I used to promote my own wellbeing and to deal with my experiences of burnout, anxiety, and depression. Self Determination Theory and Flow helped to inform this autoethnography, as well as mindfulness and meditation as tools for promoting faculty wellbeing. By telling my personal and professional story and how I have benefited from meditation and mindfulness practices, I hope to provide a road map for faculty to mitigate their experiences of burnout, anxiety, and depression, as well as promote their wellbeing. Implications for administrators who wish to create a needs supportive environment are discussed.
Scholar Commons Citation
Thomas Jr., Billy E., "Meditation and Mindfulness Practice: Mitigating Burnout and Promoting Wellbeing Among Faculty" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9479
