Meditation and Emotional Intelligence

This randomized controlled trial evaluated the impact of the Transcendental Meditation program on emotional intelligence and perceived stress in supervisors and administrative staff in a public school system

The objective of this study was to determine whether a mind-body technique, known as the practice of Transcendental Meditation® (TM), could significantly increase emotional intelligence and decrease perceived stress in supervisors and administrative staff in a public school system. For this purpose, 96 participants from the administrative offices of the San Francisco Unified School District were randomly assigned to either immediate start of the TM program or to a delayed start wait-list control group. Subjects learning TM were instructed to meditate for 20 minutes twice a day for the four month duration of the project. All subjects were administered the BarOn Emotional Quotient Inventory (EQ-i) and Perceived Stress Scale (PSS) at baseline and posttest. If successful, these findings would suggest that TM could be used as a professional development program in organizations to increase emotional intelligence and decrease perceived stress, in turn enhancing leadership capacity and organizational effectiveness.

The TM technique is a simple, natural, effortless technique that allows the mind to experience finer levels of the thinking process until the mind transcends and experiences the source of thought, a state of deep, integrated relaxation. During the meditation session, the active mind settles down to a silent yet fully awake state of awareness. TM was taught to study participants by certified instructors, using standardized procedures for teaching.

This wait list group served as the control group. After the study was completed, the wait-list controls were given the option to learn the TM technique as their reward for participating as controls during the 4 month study.

The TM technique was taught as a standard 7 step course over 4 consecutive days. Thereafter, subjects attended bimonthly group meetings for more advanced knowledge over the four month intervention period.

The EQ-i is a self-report instrument that measures a range of non-cognitive capabilities, competencies, and skills that influence one's ability to succeed in coping with environmental demands and pressures.

The PSS is a 14-item instrument that measures the degree to which situations in one's life are appraised as stressful.

Inclusion Criteria: 18 years or older, an employee of the San Francisco Unified School District (SFUSD), attendance at an informational meeting on the TM program, willingness to be randomly assigned to either active treatment or the control group. Exclusion Criteria: having already learned the TM program, not being available to attend treatment or testing sessions.

data may be available upon request from other researchers but at the discretion of the principal investigator