PREDICTING SECONDARY SCHOOL TEACHERS' WELL-BEING THROUGH DAILY MINDFULNESS ENGAGEMENT: A SURVEY-BASED ANALYSIS

Abstract

Teachers' well-being has become an important concern in educational research because it influences professional performance and teaching effectiveness. While some research has been conducted before and has shown positive links between mindfulness and psychological well-being, there is limited empirical research available from developing countries, especially from Pakistan. The present study investigated if the teachers' mindfulness practices had significant relationship with teachers' well-being among the teachers at public secondary schools of Punjab, Pakistan. The research design adopted was Quantitative Cross sectional. A multistage sampling was used to select 543 public secondary school teachers from which data were collected. The adapted and validated questionnaires were used to assess teachers' well-being and teachers' mindfulness practice. Descriptive statistics, Pearson correlation and multiple regression analysis were used to analyze the data collected in SPSS 25. The results indicated positive teachers’ mindfulness practices and positive teachers' well-being.  There was a significant positive relationship between the teacher's mindfulness practices and the teacher's well-being and a significant prediction of teacher's well-being. The findings suggest that those teachers who reported higher levels of mindfulness practices also reported higher levels of psychological, emotional and professional well-being. The study proves through the empirical evidence that mindfulness practices are among the important psychological resources which can be used to enhance the well-being of teachers in the context of education in Pakistan. The results underscore the need for mindfulness-based teacher education and well-being support programs to be incorporated in teacher training programs and school policies to improve the professional functioning of teachers and teaching quality.