Bibliographic citations
Quiroz, S., (2023). Efectos de un programa de Mindfulness (conciencia plena) en la autoeficacia de docentes de una universidad privada de Lima Metropolitana [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2507
Quiroz, S., Efectos de un programa de Mindfulness (conciencia plena) en la autoeficacia de docentes de una universidad privada de Lima Metropolitana []. PE: Universidad Antonio Ruiz de Montoya; 2023. http://hdl.handle.net/20.500.12833/2507
@mastersthesis{renati/1007501,
title = "Efectos de un programa de Mindfulness (conciencia plena) en la autoeficacia de docentes de una universidad privada de Lima Metropolitana",
author = "Quiroz Castañeda, Segundo Antonio",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2023"
}
The present research aims to implement a Mindfulness program to increase the level of self-efficacy in teachers of a private university in Metropolitan Lima. This study, according to Hernández-Sampieri (2018), has been worked from a Quantitative approach with an Explanatory scope or level, corresponding to an Applied modality. In relation to the design, it is of the Experimental type and Quasi-experimental sub-design, in the pre- and post-test modality, with an experimental group and a control group. The Teacher's Sense of Self-Efficacy Scale (Short Form) (TSES-SF), an instrument by Tschannen-Moran, M., Hoy, A. and Hoy, W. (1988), was used to measure -before and after- the Effect of a Mindfulness program on teacher self-efficacy. The sample consisted of 39 university professors, divided into two groups (control and experimental) (G.C.= 24 and G.E. = 15). The Mindfulness program consisted of eight periods distributed in four sessions of three hours each (due to the institutional requirements of the beneficiary population). The present research aims to implement a Mindfulness program to increase the level of self-efficacy in teachers of a private university in Metropolitan Lima. The results revealed that there are significant differences between the 2 evaluations (p= 0.20) of the G.E., so it was possible to conclude that the program had a significant effect on the Self-efficacy of the teachers who participated in the program.
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