Response to Intervention for Educators: Faith-Based Mindfulness Literacy Practices Perceived Influence on Teacher Self-Efficacy



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The purpose of this phenomenological research study was to explore the perceived lived experiences of teachers who used Christian-centered mindfulness literacy practices, spiritual practices centering around biblical doctrine and teachings from the Holy Bible. In addition, this study aimed to investigate the perceived influence faith-based receptive and expressive literacy practices had on educator teacher self-efficacy. Receptive literacy was represented by understanding and responding to spoken and written language in relation to listening, viewing, and reading, whereas expressive literacy was represented by communicating and expressing language, thoughts, and ideas in relation to speaking, creating, and writing (Pediaa, 2015). RTI for Educators was designed to be implemented over the course of eight weeks. Sessions focused on using biblical strategies to help handle stress and increase teacher self-efficacy. The intervention’s framework comprised of six primary elements. Let Go and journal, listen to Music, read Scripture, Let God and journal, and set goals as a Charge intermingled with Fellowship, an oral language and both an expressive and a receptive literacy practice. These elements did not resemble current mainstream self-care suggestions from self-help resources. Rather, the six elements of RTI for Educators comprised of therapeutic scribing as a stress release, listening to a worship song related to a common occupational stressor, reading interrelated scripture, and responsive journaling with intermittent opportunities for dialog about shared experiences followed by participants setting goals for implementing the framework and explored strategies into the week ahead. RTI for Educators, in practice, was less about self-help and more about Spiritual healing. Overall perceptions of participants regarding personal experiences using faith-based receptive and expressive mindfulness literacy practices proved to be positive. Participants reported relationships with God were strengthened, stressors were more manageable, support systems were recognized, and healthy habits were formed as a result of practiced strategies experienced and implemented in RTI for Educators. Both expressive and receptive literacy practices were revealed to positively influence teacher self-efficacy.



Education, Religious