Mindfulness Practices of Senior High School Teachers in Quirino

Blessy Daphene  R. Sagun,

Mindfulness Practices of Senior High School Teachers in Quirino

Discipline: Education

Abstract:

This research examined the effect of mindfulness exercises on the well-being of Senior High School teachers in Quirino Province with emphasis on resilience and emotional stability. Using a quantitative correlational design, the study covered 137 teachers. Findings show that teachers highly concur on the positive impact of mindfulness in increasing their concentration, stress management, and emotional regulation. The information collected in this research was examined through a variety of statistical methods. Frequency and percentage were employed to outline the demographic characteristics of the participants. The mean was utilized to assess the levels of resilience and emotional stability. To evaluate differences between groups, independent-sample t-tests were conducted for variables such as gender and marital status, while Analysis of Variance (ANOVA) was used for age, job position, subject taught, and number of children. Pearson’s r was applied to analyze the relationship between mindfulness practices, resilience, and emotional stability. Finally, Cronbach’s Alpha was calculated to verify the reliability of the research tools. The research also shows that although the benefits of mindfulness are viewed uniformly across gender, age, and civil status, differences were observed in some areas based on teaching position and subject area. These findings highlight the importance of using mindfulness as a method to enhance teacher efficacy and emotional well-being. The research suggests incorporating formal mindfulness programs within schools to enhance teacher development and overall school quality.

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