Authors : Genely G. Tampus; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/yx9657et

Scribd : https://tinyurl.com/msmhvukb

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG540

Abstract : This study investigated the relationship between mindfulness and teacher effectiveness among elementary school educators. A survey was administered to a sample of elementary school teachers to assess their level of mindfulness and self-reported effectiveness in areas such as student learning outcomes, instructional delivery, and classroom management. The results revealed that elementary school teachers reported a high level of mindfulness, particularly in the domains of attention to the present moment and empathy and compassion. These mindfulness indicators were significantly correlated with teacher effectiveness, suggesting that teachers who exhibited higher levels of mindfulness tended to be more effective in their teaching practices. However, self-awareness, self-regulation, and open-mindedness did not show significant correlations with teacher effectiveness. The findings underscored the importance of mindfulness training and integration into teacher professional development programs, emphasizing the potential benefits for both teachers and students. School principals and education officials can play a vital role in fostering a supportive environment for mindfulness practices within schools. Moreover, future research may explore the long-term effects of mindfulness on teacher well-being and student outcomes, considering cultural and contextual factors that may influence the effectiveness of mindfulness interventions in educational settings.

Keywords : This study investigated the relationship between mindfulness and teacher effectiveness among elementary school educators. A survey was administered to a sample of elementary school teachers to assess their level of mindfulness and self-reported effectiveness in areas such as student learning outcomes, instructional delivery, and classroom management. The results revealed that elementary school teachers reported a high level of mindfulness, particularly in the domains of attention to the present moment and empathy and compassion. These mindfulness indicators were significantly correlated with teacher effectiveness, suggesting that teachers who exhibited higher levels of mindfulness tended to be more effective in their teaching practices. However, self-awareness, self-regulation, and open-mindedness did not show significant correlations with teacher effectiveness. The findings underscored the importance of mindfulness training and integration into teacher professional development programs, emphasizing the potential benefits for both teachers and students. School principals and education officials can play a vital role in fostering a supportive environment for mindfulness practices within schools. Moreover, future research may explore the long-term effects of mindfulness on teacher well-being and student outcomes, considering cultural and contextual factors that may influence the effectiveness of mindfulness interventions in educational settings.

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