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Supporting early childhood teacher well-being through the practice of mindful self-compassion.
- Source :
-
Australasian Journal of Early Childhood . Dec2023, Vol. 48 Issue 4, p319-331. 13p. - Publication Year :
- 2023
-
Abstract
- Internationally, there are growing concerns about the work-related well-being of early childhood teachers. There is currently limited guidance around specific practices teachers can use to support their well-being when challenges arise while teaching. Mindful self-compassion practice, which has elements of mindfulness, common humanity, and self-kindness, has been found to have benefits for supporting holistic well-being both 'in the moment' and in the long term. This paper reports on a research project in Aotearoa New Zealand which used a qualitative methodology of mindful inquiry to explore 12 teachers' experiences of the practice of mindful self-compassion. Findings identified that being mindfully self-compassionate supported teachers' self-awareness; enabled recognition of their common humanity; and supported the teachers to respond to challenging moments with self-kindness, which contributed to their well-being. These findings have implications for initial teacher education, those who work in the early childhood sector, and early childhood leaders and policy makers. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 18369391
- Volume :
- 48
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Australasian Journal of Early Childhood
- Publication Type :
- Academic Journal
- Accession number :
- 173825020
- Full Text :
- https://doi.org/10.1177/18369391231202833