The effects of a breathing meditation program on job satisfaction and mindfulness in early childhood teachers

A breathing meditation program increased early childhood teachers' job satisfaction, including sub-factors of relationships with co-teachers, compensation and benefits, and social recognition, as well as overall satisfaction. The program also raised post-test mindfulness scores compared to pre-test scores, but this increase was not statistically significant.

Study at a glance

Abstract

The purpose of this study was to examine the effects of a breathing meditation program on job satisfaction and mindfulness in early childhood teachers. The research questions were as follows: First, will participation in a breathing meditation program affect early childhood teachers’ job satisfaction? Second, will participation in a breathing meditation program affect early childhood teachers’ mindfulness? The results of the study are as follows. First, participation in the breathing meditation program significantly increased the mean scores of the sub-factors of early childhood teachers’ job satisfaction, including job satisfaction, relationships with co-teachers, compensation and benefits, and social recognition, as well as the overall scale. Second, participation in the breathing meditation program increased the mean post-test scores of the early childhood teachers’ mindfulness sub-factors and the overall scale compared to the pre-test scores, but the difference in mean scores was not significant. The significance of this study lies in the practical implementation of breathing meditation as a method to enhance early childhood teachers’ job satisfaction and the verification of its effectiveness through pre- and post-test tests.