Fabbro, A., Fabbro, F., Capurso, V., D’Antoni, F., & Crescentini, C. (2020). Effects of mindfulness training on school teachers’ self-reported personality traits as well as stress and burnout levels. Perceptual & Motor Skills, 127(3), 515–532.
This study of female educators investigated dispositional mindfulness using a control group. The results indicated that mindfulness training produced beneficial outcomes for educators’ stress management in schools.
Exploring Teachers’ Relational Dispositions through Reflective Noticing
Männikkö, I., & Husu, J. (2020). Exploring teachers’ relational dispositions through reflective noticing. International Journal of Educational Research, 100. https://doi.org/10.1016/j.ijer.2020.101540
This study looks at how teachers’ dispositions influence their actions. Findings suggest reflective noticing can help to develop educators’ dispositions and improve teaching.
Non-Judging of Inner Experience Factor
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., Toney, L., Ko, C. M., Grace, F., Chavez, G. N., Grimley, S. J., Dalrymple, E. R., & Olson, L. E. (2018). Non-judging of inner experience factor: Five Facet Mindfulness Questionnaire. Journal of American College Health, 66(7), 537–545.
This randomized control-group study assessed the effects of a college course focused on compassion and mindfulness.
Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers’ dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of School Psychology, 65, 40–53. https://doi.org/10.1016/j.jsp.2017.06.004
This study of preschool educators demonstrates the positive influence of teachers’ dispositional mindfulness on the teacher’s relationships with students.
“Teacher You Are Stupid!” - Cultivating a Reflective Disposition
Farrell, T. S. C. (2014). “Teacher you are stupid!” - Cultivating a reflective disposition. TESL-EJ, 18(3), 1–10.
This thought-provoking article points out the significance of John Dewey’s work on reflective thinking to recommend educators develop three dispositions – open-mindedness, responsibility, and whole-heartedness. The author directs the article toward all educators and applies these to his own work and to teaching English to speakers of other languages (TESOL).
