Influence of Mindful Teaching Program towards Emotion among

Teachers of Elementary Schools Implementing Inclusive Education

Siti Rahmah Marsidi

, Sulis Mariyanti

, Yeny Duriana Wijaya

and Safitri

Department of Psychology, Esa Unggul University, Jakarta, Indonesia

Keywords: Mindfulness, positive emotion, negative emotion, emotional balance

Abstract: School Implementing Inclusive Education or Sekolah Penyelenggara Pendidikan Inklusi (SPPI)is a school

that uses educational service system which allows children with special needs to participate and study

together in regular classes along with their normal peer.The status alteration from regular school to SPPI has

been causing new problems in its implementation,and it may also cause negative emotion among the

teachers. Negative emotion emerges due to the teacher’s failure to deal with existing problems and

perceiving the event as threatening. The negative emotion comes in the form of experiencing unpleasant

feelings such as worry, tense, irritable, and depressed due to the workload they carry as teachers.Teachers

may have both positive and negative emotions. Positive emotion is a pleasant emotion,and it has positive

effects on teachers of SD PPI. The approach that may improve positive emotion and reduce negative

emotion is mindfulness. Participants were teachers of SPPI which were assigned into two groups,

experiment and control (waiting list). The design of this study used was quasi-experiment using untreated

control group design with pre-test and post-test designwith two measurements: before and after treatment.

The purpose of this study was to examine the influence of Mindful Teaching program towards emotion

among SD PPI teachers. Measurementtools used were emotion scale, observation, interview, and daily

journal. The result of quantitative analysis using Wilcoxon test on experimental group showed that there

was no significant difference in the score of positive emotion, negative emotion, and emotional balance

before and after treatment. Mindful Teaching program can not improve positive emotion significantly,

decrease negative emotion significantly, and improve emotional balance significantly for the experimental

group. The result of quantitative analysis on pre-test using Mann-Whitney showed that there was no

significant difference on positive emotion score, negative emotion, and emotional balance between the

experimental and control group on the pre-test. Meanwhile, the result of quantitative analysis on post-test

did not show a significant difference on positive emotion score and emotional balance between teachers in

the experimental group who received treatment and teachers in the control group, but the significant

difference found on negative emotion score between teachers in the experimental group and teachers in

control group on post-test.

1 INTRODUCTION

Elementary school was the other institution where

basic value, attitude, and morale were fostered in

children. Those values, habits, and basic attitude

taught and fostered by teachers in the elementary

school would affect the child’s future. Therefore, the

task, responsibility, and burden of an elementary

teacher were heavier compared to teachers of junior

or senior high school and university.

Elementary schools that implement inclusive

education (SD PPI) were quite different from regular

elementary schools.School Implementing Inclusive

education or Sekolah Penyelenggara Pendidikan

Inklusi (SPPI)is a schoolthat uses educational

service system which allows children with special

needs to participate and study together in regular

classes along with their normal peer (Department of

Special Needs School Development). Among

children with special needs in SD (Sekolah Dasar or

Elementary School) PPI are slow learner, children

with hyperactive disorder, children with learning

disability, children with autism or attention deficit

disorder, children with cerebral palsy, and children

with down syndrome(Emawati, 2008) and physical

disability (Kompas, 2009).

A preliminaryassessment was carried out around

March 2011 at three elementary schools. Two of

them were regular elementary schools,and the other

Rahmah Marsidi, S., Mariyanti, S., Duriana Wijaya, Y. and Saﬁtri, .

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education.

DOI: 10.5220/0009949526352649

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2635-2649

ISBN: 978-989-758-458-9

2635

one was an elementary school that implemented

inclusive education (SD PPI). The result of a

preliminary assessment showed that teachers of

elementary school that implement inclusive

education (SD PPI) tended to experience more work

stress compared to teachers of the regular school. By

Snyder & Lopez (2007) is phrased as a negative

emotion. The preliminary assessment was carried

out using interview, observation, and questionnaire

methods in relation to problems faced by teachers at

schools and how those problems may affect them.

The status alteration from regular school to SPPI

has been causing new problems in its

implementation. The result of the preliminary

assessment carried out at SDPPI showed that 4 out

of 10 teachers faced problems related to the

alteration of school’s status from regular elementary

school to elementary school that implement

inclusive education (SD PPI). They stated that the

problems emerge due to status alteration from

regular school to SPPIand also the following

condition that requires children with special needs to

be placed into the same regular class with other

normal children. Another problem found is that the

government is still lacking in providing facilities and

programs for improving teachers’ skill in working

with children with special needs, and rarely

performs monitoring over the educational system

implementation in SD PPI. Aside from all those

issues, teachers also complain about curriculum,

teaching method, and administration. Mrs. S often

experiences a headache and high blood pressure due

to those problems. While Mrs. BC often experiences

conflict with her associates due to principle

differences in teaching children with special needs

and it causes her to experience negative emotions

such as disappointed and annoyed that leads to

worsening relationship with the said associate and

obstructed learning purpose (Interview, June 16

2011). Mrs. Sk also often experiences a negative

emotion such as annoyed and frustrated since her

students are slow in understanding the lesson. Mrs.

DW often feels worried and unable to focus on all of

her students whoobstruct the learning process in her

class (Interview, July 28

, 2011).

SDPPI is different from other regular elementary

schools. Different characteristics of the students

require different treatment for each of the

students,and it grows into an issue among teachers of

SDPPI. Sri Sedyaningrum, The Chairman of SPPI

Galuh Handayani Educational Foundation (Bhirawa

Daily, 2009),stated that when a regular school is

declared as inclusive school, new problem emerging

in the form of teachers’ inability to work with

children with special needs. Sunardi (Sunaryo, 2009)

stated that all of twelve schools implementing

inclusion program in Bandung showed that problems

faced by those schools included understanding and

implementation of SPPI, school’s policy, learning

process, teachers’ condition, and support system. In

the case of implementation, teachers have shown a

tendency to be incapable of being proactive and

friendly towards every student. Some teachers even

put the children with special needs in their class as a

source of mockery which of course causes the

parents to file complaints. Herdiana (2010), based on

her previous study in Malang, stated that another

problem that may cause negative emotion among

state and private SD PPI teachers was the one related

to managing inclusion classes that include individual

and group.

Various problems in the profession may cause

teachers to be vulnerable to experiencing negative

emotion (Jin, Yeung, Tang, & Low, 2008). The

reasons behind negative emotions experienced by

teachers were fellow teachers and students’ parents,

imbalance between demand and income, emotional

exhaustion, lack of students’ positive social

behavior, lack of community support, demand of

administration such as tests and assignments,

children with behavior problems (Lambert,

McCarthy, O’Donnell, & Wang, 2009). Jin et

al.(2008) added that the curriculum, daily teaching,

obligation, students, inspectors, and lacking

acknowledgment and appreciation might all cause

the teacher to experience negative emotion. Passive

or slow learning students, students showing lack of

respect toward the teacher, and students being noisy

during classes could also cause negative emotion

among teachers (Geving, 2007). Sánchez & Yepes

also mentioned that teachers could experience

negative emotion due to the change in the social

relationship and moral value, and difference among

students (Revilla, 2008). Kyriacou stated that

teachers’ negative emotion is the experience of

unpleasant feelings such as worry, tense, easy to get

angry, and depressed due to the workload they carry

as teachers (Eres & Atanasoska, 2011).

Negative emotion may disrupt the teacher’s

function as a good educator. It may also affect the

health negatively (Linley & Joseph, 2004; Ogden,

2007). Rice stated that negative emotion might

negatively affect the work quality of the teachers,

learning process, and attitude towards teaching in

general (Snyder & Lopez, 2007). Negative emotion

may also cause physical, cognition, emotion, and

behavioral symptoms. However, Palmen &

Hymanclaimed that emotion has not only negative

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effect but also positive effect (Eres & Atanasoska,

2011). Someone who has a positive emotional

balance tends to experience positive emotion than

negative emotion.

On the other hand, someone who has negative

emotional balance tends to experience negative

emotion than positive emotion (Gatari,

2008).Negative emotion may be minimized by

improving or fostering positive emotion

(Fredrickson, 2000; Rogatko, 2009). Watson &

Tellegen, and Watson, Wiese, Vaidya, & Tellegen

stated that positive emotion is comfort and arousal,

and is included in the emotion as pleasant, engaging,

and active things (Lucas, Diener, & Larsen, 2003).

An individual with a high level of positive emotion

has a lot of energy, high concentration, and comfort.

While an individual who lacks positive emotion is

identical to sadness and tiredness.

Beiser; Bradburn; Clark & Watson, and Watson

stated that positive emotion is related to good social

relation, satisfaction and high frequency of the

pleasant event (Watson, Clark, & Tellegen, 1988).

Positive emotion includes pleasant emotions such as

joy, happiness, love, satisfaction, and energized.

Positive emotion affects someone’s life

positively. A teacher whose life is well may show

high satisfaction for his/her life and more positive

emotion. It may also prevent burnout, including

preventing negative emotion, emotional exhaustion,

lack of involvement in teaching or other school

activities, lack of involvement in a relationship with

students or associates, and feeling lacking meaning

or lacking success (Chan, 2009).

Several studies showed that positive emotion

might benefit the individual. Fredrickson stated that

individual experiencing positive emotion might deal

with negative situation easier (Diener & Biswas-

Diener, 2008). Positive emotion may also improve

creativity (Day & Qing, 2009; Sneyder & Lopez,

2007), problem-solving, andadaptive coping

(Sneyder & Lopez, 2007). It may also cause an

individual to be more friendly, creative, humorist,

and energized (Diener & Biswas-Diener, 2008), and

create a good social relationship (Day & Qing,

2009). Lyubomirsky, King, & Diener claimed that

positive emotion might affect the individual to have

a low tendency of psychopathology, and improve

physical health (Linley & Joseph, 2004; Xu &

Roberts, 2010).

Several intervention programs to improve

positive emotion and decrease negative emotion

among teachers are brief cognitive-behavioral stress

management (Leung, Chiang, Chui, Mak, & Wong,

2011) and management stress program using

cognitive-behavioralapproach and relaxation

(Shimazu, Okada, Sakamoto, & Miura, 2003). Both

are using a cognitive-behavioralapproach and

relaxation. Fredrickson & Branigan (2001)

suggested that in giving intervention to improve

positive emotion, one must not only providing

emotion management skill but also improving

spirituality, physical health, and well being and the

intervention which can provide all of those needs are

mindfulness (Carmody, Reed, Kristeller, &

Merriam, 2008; Colle, Vincent, Cha, Loehrer,

Bauer, & Wahner-Roedler, 2010; Kieviet-Stijnen,

Visser, Garssen, & Hudig, 2008).

Mindfulness is one of the interventions that

affect negative and positive emotion. Agee, Danoff-

Burg, & Grant (2009), Baer (Kieviet-Stijnen et al.,

2008), and Kabat-Zinn (Koerbel & Zucker, 2007)

claimed that mindfulness is awareness towards

direct present experience, self re-orientation towards

the reality of internal experience, acceptance, and

without any judgment.

Mindfulness consists of three main components,

which are awareness, present experience, and

acceptance (Germer, 2006). Several requirements in

the process of mindfulness are: (1) non-conceptual,

mindfulness which is awareness without thinking

process, (2) focus on presenting experience, (3) no

judgment, (4) intentional, (5) observation

participant, (6) non-verbal, (7) exploratory, and (8)

liberating (Germer, 2006).

Mindfulness approach may help the individual to

manage the stressful situation by improving self-

awareness, accepting the present condition and

internal condition (Snyder & Lopez, 2007). The

concept of mindfulness works in a similar way to

exposure technique,and it allows the naturalself-

regulation system to work by itself (Pareja, 2006).

An individual who is in relaxed and calm condition

can observe his/her body sensation and mental

condition without any judgment, and thus all the

thoughts and emotions can be detached,and the mind

becomes clear, calm, and peaceful. This condition

that eventually can foster happiness, joy, well being,

and also affect changes in behavior(Lau, 2009).

Individuals who practicedmindfulness concept

reported that they became much calmer in dealing

with their child’s negative behavior (Bogels,

Lehtonen, & Restifo, 2010), more consistent, and

had clear value and purpose in parenting (Duncan,

Coatsworth, & Greenberg, 2009).

Mindfulnessconcept also may improve positive

interaction between parents and children, such as

improving positive emotion and reducing negative

emotion, and also improving the ability to share the

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education

2637

emotion (Coatsworth, Duncan, Greenberg, & Nix,

2010; Duncan et al., 2009; Singh et al., 2008; Singh

et al, 2010). Mindfulness has also been proven as a

good treatment to reduce anger and aggressive

behavior (Wright, Day, & Howells, 2009).

Mindfulness-Based Stress Reduction (MBSR) is

one of the training based on Mindfulness. Baer;

Brown & Ryan; William, Kolar, Reger, & Pearson

(Gold et al., 2010), stated that MBSR is effective as

a strategy to manage negative emotion. MBSR can

also be given to healthy individuals (Chiesa, &

Serretti, 2009), individuals with clinical and non-

clinical problems, and individuals experiencing

negative emotion (Shapiro, Brown, & Biegel, 2007),

or individuals who want to improve their problem

solving ability but often experience negative

emotion in their daily life (Grossman, Niemann,

Schmidt, & Walach, 2004).

Mindfulness had been given to Junior High

School teachers,and the study showed a reduction of

psychological distress among participants in the

experiment group (Franco, Mañas, Cangas, Moreno,

& Gallego, 2010). Shapiro, Astin, Bishop, &

Cordova (2005) studied health professionals,and the

result of the study showed a reduction of negative

emotion, psychological distress, and work burnout,

and improvement of self-compassion and life

satisfaction. Shapiro et al. (2007) found that MBSR

applied among students of counseling psychology

major was proved to reduce negative emotion,

rumination, anxiety, and also to improve mental

health, positive affection, and self-compassion.

MBSR program given to academicians of Mayo

Clinic Institutional had shown improvement of life

quality, physical, emotional and spiritual well being,

and social activity (Colle et al., 2010).

The study was carried out among teachers of SD

PPI. The consideration behind the selection of

teachers of SD PPI as participants was the fact that

those teachers who faced problems related to

inclusion school tended to experience negative

emotion, and it might also affect their well

being.Moreover, the importance of giving this

program is as a form of prevention among teachers

of SD PPI in order to enable them to manage a

potential working situation that can cause negative

emotion. Prevention program for improving negative

emotion management skill really benefits the

teachers (World Health Organization, 2003). The

intervention given to teachers of SD PPI was

furthermore referred to as Mindful Teaching

program which used Mindfulness concept to

improve positive emotion and positive emotional

balance and decrease negative emotion.

The purpose of this study was to examine if the

Mindful Teaching program might improveemotion

among teachers of SD PPI. The hypothesis proposed

in this study was that Mindful Teaching program

may improve positive emotion, improve emotional

balance, and decrease negative emotion among

teachers of SD PPI.

2 METHOD

2.1 Participant

Participants of this study were 15 teachers of SDPPI

with inclusion criteria as followed: (1) teachers of

SD PPI, (2) Currently not attending any

psychotherapy, and (3) is willing to be participants

and follow the procedure of the study.

2.2 Variables

The independent variable: mindful teaching training

program. The dependent variable: positive emotion,

negative emotion, and emotional balance.

2.3 Measurement

The measurement was carried out twice using

emotion scale which was before and after the

training. Monitoring and evaluation was done using

interview and observation methods.

The scale used in this study was the emotion

scale adapted from the Positive and Negative Affect

Scale (PANAS). This scale was developed by

Watson et al. (1988),and it consists of 20 items (10

items for positive emotion and 10 items for negative

emotion) and description of feelings and emotion

experienced during the last one week. Answering

response on the emotion scale uses frequency or

intensity during experiencing certain emotion

(Lopez & Snyder, 2003).

Scores of each emotion was gained from adding

up the whole items scores of each emotion (Chan,

2009; Lehman, 2009). Positive emotion score that

was deducted by negative emotion score produced

the score of emotional balance (Bilbao, Bobowik,

Páez, & Campos, 2008; Brown, Kasser, Ryan,

Linley, & Orzech, 2009; Nickerson, Diener, &

Schwarz, 2010; Wiese, Freund, & Baltes, 2000). If

the individual’s score of emotional balance was

positive, then he/she will experience more of

positive emotion than negative emotion. On the

contrary, if the individual’s score of emotional

balance was negative, then he/she will experience

ICRI 2018 - International Conference Recent Innovation

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more of negative emotion than positive emotion

(Gatari, 2008).

Table 1: blueprint PANAS scale.

Component Items Total

Positive

Emotion

1, 3, 5, 9, 10, 12, 14, 16, 17, 19 10

Negative

Emotion

2, 4, 6, 7, 8, 11, 13, 15, 18, 20 10

Total 20

2.4 Research Design

The study was a quasi-experiment using untreated

control group design with dependent pre-test and

post-test. It used two groups of participants which

were an experiment group in which the participants

were giventreatment and a control group in which

the participants were not.

2.5 Treatment

The treatment given was mindful teaching program

to improve positive emotion, decrease negative

emotion, and improve emotional balance among

teachers of SDPPI. The mindful teaching training

was facilitated by a facilitator and a co-facilitator. It

was carried out three times during 120 – 140

minutes per meeting.

The module used in training had been tried out

using professional judgement to a psychologist, four

elementary school teachers, and a master student of

psychology. The module was developed based on

the mindfulness concept of Kabat-Zinn (Germer,

2006; Koerbel & Zucker, 2007; Oyan, 2006),

Germer (2006), and Analayo; Gethin; Nyanaponika;

Watson (McCown, Reibel, & Micozzi, 2010), and it

was modified based on a program carried out on

parents who had children with ADHD (attention

deficit disorder) (Singh et al., 2008; Singh et al.,

2010). Sessions in the Mindful Teaching program

consisted of 10 sessions.

2.6 Procedure

This research consists of several procedures

including (1) Research preparation stage, i.e.

preliminary study in SD PPI, preparation of program

module, the scale development, and facilitator

selection, module try out or simulation, selection of

participants, and distribution of Participants’

Informed Consent Sheets, (2) execution stages, i.e.

pre-test, implementation of Mind Teaching program,

and post-test, (3) post-research stage, i.e. Monitoring

and evaluation was carried out a week after the

training. The follow-up activities included individual

interview, interview on close relations, such as

fellow workers, about changes visible on

participants after attending the training program.The

training for the waiting list was given after

monitoring and evaluation in the experimental group

with one meeting for 165 minutes.

2.7 Analysis

The data wasanalyzed quantitatively using Mann-

Whitney test and Wilcoxon test, and qualitatively

using the result of observation, interview, daily

journal, and practice assignment to take home.

3 RESULT

3.1 Result of Quantitative Analysis

Description of positive emotion, negative emotion,

and emotional balance measurement result during

pre-test and post-test of both groups could be seen in

table 2 below.

3.1.1 The Analysis of Emotion Measurement

on Pre-test between Two Groups

The result of the Mann-Whitney test which was used

to compare the condition of pre-test score the subject

of study are shown in the following tables:

Table 3: The result of Mann-Whitneyteston mean each

emotion between two group on the pre-test.

Mean Experiment

Group

Control

Group

Positive emotion 6,75 9,43

Negative emotion 6,94 9,21

Emotional Balance 7,25 8,86

Table 4: The result of Mann-Whitney on significance of

each emotion between experimental group and control

group on the pre-test.

Emotions Z score Significancy

(p)

Explanation

Positive

emotion

1.160

0.246 Not

significant

(p > 0.05)

Negative

emotion

0,990

0,322 Not

significant

(p > 0,05)

Emotiona

l Balance

0,696

0,486 Not

significant

(p > 0,05)

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education

2639

Table 2: Description of positive emotion, negative emotion, and emotional balance measurement result during pre-test and

post-test of both groups.

Groups

Parti-

cipants

Measurements

Positive

emotion

Negative

emotion

Emotional

Balance

Pre-

test

Post-

test

Pre-

test

Post-

test

Pre-

test

Post-test

Experi-

ment

Py 20 33 8 12 12 21

Str 17 27 15 11 2 16

Shn 38 34 6 11 32 23

RA 16 25 17 15 -1 10

FL 19 18 19 15 0 3

BC 33 27 13 0 20 27

NP 35 36 3 2 32 34

TS 26 22 14 6 12 16

Control SM 33 34 15 19 18 15

Sklm 31 30 6 12 25 18

LI 27 31 16 19 11 12

SNB 23 20 18 19 5 1

Sdm 36 39 15 14 21 25

SL 31 30 17 15 14 15

MS 35 32 14 14 21 18

According to table 3 and 4, it can be concluded

that there was no significant difference on the score

of positive emotion, negative emotion, and

emotional balance between the experimental and

control group on the pre-test, eventhough the mean

score on each emotion in the experimental group

was lower than the control group.

3.1.2 The Analysis of Emotion on each

Group

The quantitative analysis also was done to check

whether the changes of positive emotion, negative

emotion, and emotional balance on both groups in

this study is significant before and after treatment by

using the Wilcoxon test. The following tables show

the result of analysis on each emotion on each

group.

3.1.3 Experimental Group

Table 5: The result of the Wilcoxon test on the mean score

of each emotion in the experimental group.

Mean Pre-test Post-test

Positive emotion 25,50 27,75

Negative emotion 11,88 9,00

Emotional Balance 13,62 18,75

Table 6: The result of the Wilcoxon test on the

significance of each emotion in the experimental group.

Emotion

score

Signifi-

cancy (p)

Explanation

Positive

emotion

-0,632 0,528

Not significant

(p > 0.05)

Negative

emotion

-1,126 0,260

Not significant

(p > 0,05)

Emotional

Balance

-1,752 0,080

Not significant

(p > 0,05)

By examining table 5 and 6, it can be concluded that

there was an increase on the mean of positive

emotion, a decrease on negative emotion, and an

increase on emotional balance in the experimental

group after treatment, eventhough the score of each

emotion, was not significant before and after

treatment.

3.1.4 Control Group

Table 7: The result of Wilcoxon test on the mean score of

each emotion in the control group.

Mean Pre-test Post-test

Positive emotion 30,86 30,86

Negative emotion 14,43 16,00

Emotional Balance 16,43 14,86

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Table 8: The result of the Wilcoxon test on the

significance of each emotion in the control group.

Emotion

score

Significanc

y (p)

Explanation

Positive

emotion

0,000 1,000

Not significant

(p > 0.05)

Negative

emotion

-1,261 0,207

Not significant

(p > 0,05)

Emotional

Balance

-0,935 0,350

Not significant

(p > 0,05)

By examining table 7 and 8, it can be concluded that

there was a constant condition on the mean score of

positive emotion, an increase on negative emotion, a

decrease on emotional balance in the control group

on post-test, and there was no significant difference

on the score of positive emotion, negative emotion,

and emotional balance on post-test in control group.

3.1.5 The Analysis of Emotion Measurement

on Post-test between Two Groups

The result of the Mann-Whitney test which was used

to compare the condition of post-test score the

subject of study are shown in the following tables:

Table 9. The result of the Mann-Whitney test on mean

each emotion between two groups on post-test.

Mean Experiment

Group

Control

Group

Positive emotion 7,06 9,07

Negative emotion 5,44 10,93

Emotional Balance 9,00 6,86

Table 10. The result of Mann-Whitney on the significance

of each emotion between experimental group and control

group on post-test.

Emotion Z

score

Significan

cy (p)

Explanation

Positive

emotion

-0.870 0.384

Not

significant

(p > 0.05)

Negative

emotion

-2,396 0,017

Significant

(p < 0,05)

Emotional

Balance

-0,928 0,353

Not

significant

(p > 0,05)

According to table 9 and 10, it can be concluded

that there was no significant difference on the score

of positive emotion and emotional balance between

the experimental and control group on post-test, but

there found to be a significant difference of negative

emotion between two groups on post-test. The mean

score of positive emotion and negative emotion in

the experimental group were lower than the control

group, but the mean of emotional balance in the

experimental group were higher than the control

group on post-test.

3.2 Qualitative Analysis

3.2.1 Result of Qualitative Analysis

The qualitative data was gained from interview,

observation, daily journal, and the emotion scale.

Qualitative analysis was divided into three parts,

which were: analysis of changing in the emotion

scale score, training process, and benefits gained by

participants.

 Mrs. Py

Positive emotion score of Mrs. Py increased 13

points during posttest measurement. The score was

20 before training and increased up to 33 after

training. Negative emotion score of Mrs. Py

increased 4 points during posttest measurement. The

score was 8 before training and increased up to 12

after training. Emotional balance score of Mrs. Py

increased 9 points during posttest measurement. It

showed that Mrs. Str experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

The participants’ issues were related to her

inability to control anger and conflict with a fellow

teacher.

Participants tended to be passive during training.

She rarely gave opinion or comment on her own

initiative. She also seldom applied mindfulness

concept. Nevertheless, she felt the benefits of the

training which were: becoming fresh, more focused,

and more relaxed.

 Mrs. Str

Positive emotion score of Mrs. Str increased 10

points during posttest measurement. The score was 2

before training and increased up to 16 after training.

Negative emotion score of Mrs. Str decreased 4

points during posttest measurement. The score was

15 before training and decreased up to 11 after

training. Emotional balance score of Mrs. Str

increased 14 points during posttest measurement. It

showed that Mrs. Str experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Mrs. Str was the participant that showed the best

improvement since the improvement of her positive

emotion score and the decrease of her negative

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education

2641

emotion score surpassed the other three participants’

even though the three of them also recorded good

improvement. She was also active during process

inside and outside the class. She applied mindfulness

concept and meditation diligently. Her issues were

related to her inability to control emotion during

working with children with special needs,but she

managed to solve the issues after attending the

training. She had become able to control her anger

during teaching. Other benefits that she felt were

feeling relieved, relaxed, more compassionate, had a

closer relationship with her students, and control her

anger better.

 Mrs. Shn

Positive emotion score of Mrs. Shn decreased 4

points during posttest measurement. The score was

38 before training and decreased up to 34 after

training. Negative emotion score of Mrs. Shn

increased 5 points during posttest measurement. The

score was 6 before training and increased up to 11

after training. Emotional balance score of Mrs. Shn

decreased 9 points during posttest measurement. It

showed that Mrs. Shn experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Her issues were related to her lacking ability to

convey learning materials for children with special

needs, difficulties in measuring the success of the

learning process, and her inability to control her

emotion during teaching.

Reduction positive emotion score, increase

negative emotion score, and reduction positive

emotional balance might be because she did not

apply mindfulness concept during training and in her

daily life. Nevertheless, she stated that she still

gained benefits from the training which were feeling

less burdened, more comfortable, more patient, and

accepting herself more. She also felt more calm,

relieved, and was able to control her negative

emotion.

 Mrs. RA

Positive emotion score of Mrs. RA increased 9

points during posttest measurement. The score was

16 before training and increased up to 25 after

training. Negative emotion score of Mrs. RA

decreased 2 points during posttest measurement. The

score was 17 before training and decreased up to 15

after training. Emotional balance score of Mrs. RA

decreased 11 points during posttest measurement. It

showed that Mrs. RA experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Her issues were related to the interpersonal

relationship with fellow teachers.

Mrs. RA was one of the active participants in the

group. She also often applied mindfulness

meditation technique and mindfulness concept.

Visible changes in her were that she had been able to

laugh out loud during training. She also had been

able to joke around with her fellow teacher, smile,

intensely interact with other people, and she seemed

more relaxed.

 Mrs. FL

Positive emotion score of Mrs. FL decreased 1

point during posttest measurement. The score was

19 before training and decreased up to 18 after

training. Negative emotion score of Mrs. FL

decreased 4 points during posttest measurement. The

score was 19 before training and decreased up to 15

after training. Emotional balance score of Mrs. FL

increased 3 points during posttest measurement. It

showed that Mrs. FL experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Her issues were related to the interpersonal

relationship with fellow teachers.

Mrs. FL was quite passive during the first

meeting. She only showed openness and liveliness

during the second and third meetings. She actively

applied mindfulness meditation technique and

mindfulness concept in her daily life. She stated that

the benefits she gained from the training were:

getting more knowledge and experiences, and being

more able to control negative emotion in dealing

with students.

 Mrs. BC

Positive emotion score of Mrs. BC decreased 6

points during posttest measurement. The score was

33 before training and increased up to 27 after

training. Negative emotion score of Mrs. BC

decreased 13 points during posttest measurement.

The score was 13 before training and decreased up

to 0 after training. Emotional balance score of Mrs.

BC increased 7 points during posttest measurement.

It showed that Mrs. FL experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Her issues were related to the interpersonal

relationship with fellow teachers.

Mrs. BC was quite active during training,

especially during group discussion. She actively

applied mindfulness meditation technique and

mindfulness concept in her daily life. She stated that

the benefits she gained from the training were: being

ICRI 2018 - International Conference Recent Innovation

2642

more able to control negative emotion and more

accepting of her own condition.

 Mrs. NP

Positive emotion score of Mrs. NP increased 1

points during posttest measurement. The score was

35 before training and increased up to 36 after

training. Negative emotion score of Mrs. NP

decreased 1 points during posttest measurement. The

score was 3 before training and decreased up to 2

after training. Emotional balance score of Mrs. NP

increased 2 points during posttest measurement. It

showed that Mrs. NP experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Mrs. NP was quite active during training,and she

actively applied mindfulness concept. She stated that

the benefits she gained from the training were: being

more relaxed, more focused, and feeling fresher.

 Mrs. TS

Positive emotion score of Mrs. TS decreased 4

points during posttest measurement. The score was

26 before training and decreased up to 22 after

training. Negative emotion score of Mrs. TS

decreased 8 points during posttest measurement. The

score was 14 before training and decreased up to 6

after training. Emotional balance score of Mrs. TS

increased 4 points during posttest measurement. It

showed that Mrs. FL experienced more of positive

emotion than negative emotion. It meant that

participant was able to manage her negative emotion

so that she experienced more positive emotion.

Her issues were related to dealing with children

with special needs. She often felt annoyed with

them.

Mrs. TS was quite active during training, but during

the first meeting she was quiet and just observed her

surroundings. She sometimes applied mindfulness

technique outside of the class. She stated that the

benefits she gained from the training were: getting

more knowledge, getting to know herself more, and

understood how she usually acted when she was

feeling negative emotion. After training, she

admitted that she had been able to enjoy every event

more and also heal herself when she was becoming

annoyed or disappointed. She also became more

relaxed, more patient, more open-minded, and more

accepting of every child’s condition, especially the

behavior of her students.

4 DISCUSSION

The result of the quantitative analysis in this

research showed that Mindful Teaching program

could not improve positive emotion significantly,

decrease negative emotion significantly, and

improve emotional balance significantly for the

experimental group. The result of quantitative

analysis using the Wilcoxon test on experimental

group showed that there was no significant

difference in the score of positive emotion, negative

emotion, and emotional balance before and after

treatment. There was no significant difference of

emotion score on experimental group before and

after treatment, referring to z score = - 0,632, p =

0,528 (p > 0,05) for positive emotion, z score = -

1,126, p = 0,260 (p > 0,05) for negative emotion,

and z score = -1,752, p = 0,080 (p > 0,05) for

emotional balance. However, there found to be

changed in the mean score of positive emotion,

negative emotion, and emotional balance on post-

test. The experimental group which received

Mindful Teaching Program experienced an increase

in the mean score on positive emotion both on pre-

test and post-test. The changes of the mean score on

positive emotion was 2,25, from the previous 25,50

to 27,75 after treatment. The mean score of negative

emotion in the experimental group experienced a

decrease of 2,88 point on both pre-test and post-test.

Meanwhile, the mean score of emotional balance in

the experimental group experienced an increase of

5,13 point, from 13,62 on the pre-test to 18,75 on

post-test.

There was no significant difference in positive

emotion in the experimental group before and after

treatment, which can cause by the mean score of

positive emotion on both pre-test and post-test were

relatively average. This tendency also is shown on

negative emotion in which the score on pre-test and

post-test were already high. The mean score of

emotional balance on pre-test was relatively low and

on post-test was relatively average, but generally,

there was not much increase on the mean score. The

slight changes occurred on each emotion score can

affect the result of the study.

The result of quantitative analysis on pre-test

using Mann-Whitney showed that there was no

significant difference on positive emotion score

between experimental and control group on pre-test

which displayed by z score = -1,160, and p = 0,246

(p > 0,05). There was no significant difference on

negative emotion score between experimental and

control group on pre-test which displayed by z score

= -0,990, and p = 0,322 (p > 0,05). There was no

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education

2643

significant difference on emotional balance score

between experimental and control group on pre-test

which displayed by z score = -0,696, and p = 0,486

(p > 0,05). Meanwhile, the result of quantitative

analysis on post-test did not show significant

difference on positive emotion score between

teachers in the experimental group who received

treatment and teachers in the control group with z

score = -0.870 and p = 0.384 (p > 0,05), and no

significant difference on emotional balance score

between teachers in the experimental group who

received treatment and teachers in the control group

with z score = -0,928 and p = 0,353 (p > 0,05). The

significant difference found on negative emotion

score between teachers in the experimental group

and teachers in control group on post-test with z

score = -2,396 and p = 0,017 (p < 0,05). It can be

concluded that the significant difference only

occurred on negative emotion score between two

groups on post-test, while positive emotion and

emotional balance score did not show any significant

changes.

The control group did not show any changes

inthe mean score of positive emotion on pre-test and

post-test but did show mean score changes in

negative emotion and emotional balance. Although

there was changes on pre-test and post-test, the mean

score on negative emotion increased 1,57, while the

mean score emotional balance decreased 1,57 on

post-test. There was no significant difference in

positive emotion, negative emotion, and emotional

balance in the control group on both pre-test and

post-test. So, it can be concluded, there was no

significant difference in positive emotion, negative

emotion, and emotional balance score in the control

group who received no treatment on pre-test and

post-test. The control group did not experienced an

increase on the mean score of positive emotion, did

not experienced any decrease on the mean score of

negative emotion, and did not experience an increase

on the mean score of emotional balance on post-test

because the control group did not receive any

treatment as in an experimental group.

The result of the quantitative analysis showed

that the Mindful Teaching program had not been

completely successful in improving positive emotion

and reducing negative emotion of participants in the

study. 4 (Mrs. Py, Mrs. Str, Mrs. RA, and Mrs. NP)

out of 8 participants in the experiment group

experienced improvement of positive

emotion,andthe rest of them experienced a decrease

in negative emotion. 6 (Mrs. Str, Mrs.RA, Mrs. FL,

Mrs.BC, Mrs.NP, and Mrs.TS) out of 8 participants

in the experiment group experienced a decrease in

negative emotion score. It showed that mindful

teaching program was more effective in reducing

negative emotion than improving positive emotion

of participants, although it was not proven

statistically significant. It was in accordance with the

statement of Carmody et al., (2008), Franco et al.

(2010), Shapiro et al. (2005), and Shapiro et al.

(2007) that Mindfulness might reduce negative

emotion, and may help individual to manage their

negative emotion (Fredrickson, Mancuso, Branigan,

& Tugade, 2000). The result of this study is in line

with the study conducted by Carmody et al., (2008),

Franco et al. (2010), Shapiro et al. (2005), and

Shapiro et al. (2007).

Although the result quantitative analysis using

Wilcoxon for positive emotion, negative emotion,

and emotional balance proofed to be insignificant on

post-test, but according to qualitative study there

was a positive result and useful for the experimental

group. The subject in the experimental group felt

more relaxed, more patient, more calm, more

accepting, more positive-minded, and were more

able to control their emotion.

The result of analysis of the data showed that the

Mindful Teaching program was able to improve the

positive emotional balance of 7 (Mrs.Py, Mrs.Str,

Mrs. RA, Mrs.FL, Mrs. BC, Mrs.NP, and Mrs.TS)

out of 8 participants in the experiment group. One

(Mrs. Shn) of eight participants in the experiment

group experienced a decrease in positive emotion

and improvement of negative emotion. Her

emotional balance also turned negative during post-

test measurement. It was because during practice she

lacked focus and concentration, panicked and in a

rush. She did not apply concepts of mindfulness

which were: focus to awareness, acceptance, and

present experience.

Mindfulness had also been proven as a treatment

to reduce anger and aggressive behavior (Wright et

al., 2009). Mrs. Str and several other participants

found difficulties in controlling their negative

emotion before attending Mindful Teaching

program. However, after the training, they were able

to control it, especially the anger. Individuals who

come to realize their mistake can control their

negative emotion. Using mindfulness, individuals

will be calmer in dealing with children’s negative

behavior(Bogels et al., 2010), more able to improve

their ability to tolerate anger and control it

effectively (Baer, 2003). Thus, mindfulness may

improve awareness of anger, reduce impulsivity and

maladaptive reaction (Wright et al.,

2009).

Mindfulness concept may improve positive

interaction, such as improving positive feeling and

ICRI 2018 - International Conference Recent Innovation

2644

reducing negative feeling, improving faith and

ability to share feelings (Coatsworth et al., 2010;

Duncan et al., 2009; Singh et al., 2008; Singh et al.,

2010). Several participants reported that after

attending the training, they became more patient,

calmer, focused, accepting, and think more

positively. Mrs. Str reported that she became more

relaxed and calmer. She also interacted with her

students more often. Mrs.TS reported that she

became calmer, more patient, and accepting towards

her students’ negative behavior. She even managed

to perceive those negative behaviors as funny and

unique.

Another benefit gained by participants after

attending the program was getting new knowledge

and experiences. Most of the participants claimed

that what they had gained during training was very

useful in their career, especially when it came to

dealing with students.

Several factors that supported the success of

Mindful Teaching program implementation were as

followed: module, the role of Group Approach,

application of mindfulness concept and meditation

training, and the facilitator

Five of eight participants chose recognizing

awareness and sensation techniques using breathing

meditation as the most effective techniques change

in positive emotion. Four of eight participants also

reported that these techniques were effective

because they were easy to be applied in daily life.

Nevertheless, Mrs. Shn and Mrs. NP reported that

they experienced difficulties to focus on breathing.

Mrs. Shn experienced trouble with her concentration

while Mrs. Shn experienced trouble with her focus

on her breathing. During the debriefing session, four

participants reported that they felt a negative

sensation while they were practicing this meditation.

Another session which was recognizing body

sensation was reported by four participants as the

most difficult technique to be applied in daily life.

Mrs. Shn claimed that the technique was difficult

because she could not follow the instruction well

during the practice since it was hard for her to focus

on each of her body parts. Although several

participants claimed that the technique was difficult,

other participants reported that they felt relieved,

comfortable, light, more relaxed and calm

whilepracticing the meditation. However, they also

reported several negative reactions such as stiffness

and pain on certain body part. Participants who

reported physical problems (Mrs. Py, Mrs. RA, Mrs.

FL, and Mrs. TS) tended to feel more positive

sensation after doing the meditation.

Four participants chose to release passion

technique as the most difficult technique to be

applied in daily life though several participants felt

some benefits from it, such as feeling relieved,

unburdened, freed from negative feeling, feeling

relaxed and comfortable and less annoyed. One of

the participants stated that she was still having

trouble in forgiving other people and lose her

grudge. It did not fit one of mindfulness concept

which was accepted. Mindfulness used the concept

of acceptance and liberating (Germer, 2006).

Although four participants chose the technique as

the most difficult to be applied in daily life, one

participant, Mrs. BC, rated this technique as

effective to improve her positive emotion and was

easy to be applied in daily life.

Feeling how to share technique was rated by two

of eight participants as the most effective technique

to affected participants positively. Three of eight

participants rated this technique as the easiest to be

applied in daily life. The technique has a positive

influence towards empathy and spiritual (Jain et al.,

2007), and it can improve positive emotion in daily

life (Fredrickson, Coffey, Pek, Cohn, & Finkel,

2008).

Several obstacles which were also the limitations

of the study were as followed: (1) difficult to set an

appropriate training schedule in minimizing fatigue

and lack of concentration on participants, (2) the

room is quite crowded because it was held in school,

(3) the air temperature in the training room is hot

enough to affect the concentration of the participants

even though it has been minimized with the fan, (4)

concentration factor really affected the training

result, (5) there was no measurement using emotion

scale during the follow up. The success of the

training could notbe rated as having better or less

successful because there was no follow-up, (6) the

selection of participants assigned into experiment

and control groups was not carried out randomly. It

caused other variables that might affect the research

to be uncontrollable, and (7) matchingon participants

in the experiment and control group was not carried

out.

5 CONCLUSION

The Mindful Teaching program was training that

used concepts of mindfulness in a shorterperiod. The

result of the training showed that the Mindful

Teaching program was not proven significantly in

improving positive emotion, reducing negative

emotion, and emotional balance in the experimental

Inﬂuence of Mindful Teaching Program towards Emotion among Teachers of Elementary Schools Implementing Inclusive Education

2645

group before and after treatment. There was no

significant difference on positive emotion score,

negative emotion, and emotional balance between

the experimental and control group on the pre-test.

Meanwhile, the result of quantitative analysis on

post-test did not show a significant difference in

positive emotion score and emotional balance

between teachers in the experimental group who

received treatment and teachers in the control group,

but the significant difference found on negative

emotion score between teachers in the experimental

group and teachers in the control group on post-test.

The subject in the experimental group felt more

relaxed, more patient, more calm, more accepting,

more positive-minded, and were more able to

control their emotion. Another benefit gained by

participants after attending the program was getting

new knowledge and experiences.Most of the

participants claimed that what they had gained

during training was very useful in their career,

especially when it came to dealing with

students.Several factors that supported the success of

Mindful Teaching program implementation were as

followed: module, group approach, application of

mindfulness and meditation practice, and the

facilitator. The limitations of the study were

difficulty in arranging training schedule, crowded

training room, the high temperature in the

classroom, participants’ concentration, the absence

of positive emotion score measurement during

follow up, not carried out randomly, and matchingon

participants in the experiment and control group was

not carried out.

Based on the result and the discussion of the

study, the researcher came up with several

suggestions as followed:

 To Future Researchers

1. Mindful teaching training should be applied

each week by using one new technique that

will be practiced in less than 30 minutes a

day (Mace, 2008).

2. It would be better to use measurement during

follow up in the next study so that the result

is not only able to be used to determine the

benefit of mindful teaching training but also

to determine the effectiveness of the training.

3. It was necessary to select participants of the

study randomly.

4. Further matching on participants.

5. Further explanation about scale rating by

giving real example or using presentation

slide on LCD is necessary.

6. The training agreements are better if they

come from the participants, in order to

motivate them to be more responsible and

committed to the agreements.

7. It is necessary to raise participants’

awareness to be more proactive during the

process and the exercise outside the

classroom. It is done by explaining the

advantages that will be gained by participants

if they do the home assignment routinely.

Martín-Asuero, García de la Banda, &

Benito, & Martín-Asuero; & García de la

Banda (Franco et al., 2010) stated that

mindfulness training might be useful and

effective if it is practiced integrally in daily

life.

8. Self-report for positive emotion felt in a day

is necessary to be added in order to identify

the frequency or intensity of participants in

feeling positive emotion (Lucas et al., 2003).

Add scale rating such as the numbers 0 – 10

on the “My experience of emotion today”

section on the daily journal.

 To Participants

1. Participants should practice the mindfulness

concept and meditation routinely in daily life,

both in the workplace and at home since it

has been proven to give positive effect

towards physical and psychological

conditions.

2. In order to maintain the positive effect gained

after the training, participants should form a

discussion group as a media to share with

other teachers. The group activity should be

held routinely at least once a month.

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