Date of Award

Spring 2021

Document Type


Degree Name

Doctor of Education (EdD)


Education Policy, Planning, and Administration

Committee Chairperson

David Backer, Ph.D

Committee Member

Don McCown, Ph.D

Committee Member

Christopher Seeley, M.A.


Teacher burnout is a serious issue. Studies show that burnout decreases teacher instruction efficacy, increases absenteeism, interferes with student/teacher relationships, and causes attrition, which costs the system millions of dollars each year (Suh, 2015). While there is ample research on traditional teachers and burnout, boarding school teachers are a largely understudied population. These teachers educate students in residential school settings, housing students on evenings and weekends throughout the school year. Many boarding school teachers must work additional hours stretching into evenings and weekends and fulfill multiple roles beyond a classroom teacher. Therefore, most of these teachers work well beyond a typical 40-hour workweek. These extra hours are considered Extra Role Time (ERT), and teachers who invest more in ERT are more likely to experience burnout (Brown & Roloff, 2011).

Mindfulness interventions are associated with reductions of burnout symptoms (Brown et al., 2007; Jennings et al., 2013; Jennings et al., 2017). Many schools are piloting programs to introduce these practices to teachers. Mindfulness-based interventions for teachers provide teachers with skills to cope with stressful situations, improving teachers’ overall well-being for a more effective learning environment.

This study will employ an exploratory sequential mixed-methods design to assess the efficacy of an eight-week strengths-based mindfulness intervention on boarding school teacher burnout. Additionally, the study will explore how boarding teachers employ mindfulness techniques when dealing with stressful situations. Finally, the researcher will analyze the impact a strengths-based approach to group discussions in a mindfulness intervention impacts participant wellbeing.