Cultivating Resilience in Education: The Role of Mindfulness Among Sri Lankan Teacher Trainers

Abstract

The main aim of this study was to explore the impact of mindfulness on Teacher Trainers. To achieve this, the study was guided by three specific objectives. They are, to investigate whether there is a significant relationship between Mindfulness and Stress level among teacher-trainers in Sri Lanka, To investigate whether there is a significant relationship between Mindfulness and Teaching practices among teacher-trainers in Sri Lanka and to investigate whether there is a significant relationship between Mindfulness and job satisfaction among teacher-trainers in Sri Lanka. The survey research method, which is part of the quantitative research approach, was used as the research method. The sample was selected under the purposive sampling method. Accordingly, 148 teacher trainers from the National Institute of Education were selected as the sample. The questionnaire method was used to collect data.  Inferential statistical methods were used to analyze and interpret data including, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Karl Pearson correlation two tailed Test, linear regression analyses, and autocorrelation assessments to examine the impacts of mindfulness. The quantitative data were analyzed using IBM SPSS v.27. Main findings of this study were, the findings revealed a weak but statistically significant negative correlation between mindfulness and stress levels (r = -0.156, p = 0.049), suggesting that increased mindfulness is associated with reduced stress. A moderate positive correlation was found between mindfulness and teaching practices (r = 0.380, p < 0.001), indicating improved instructional approaches among more mindful trainers. Furthermore, a strong positive correlation emerged between mindfulness and job satisfaction (r = 0.705, p < 0.001), highlighting the substantial impact of mindfulness on professional well-being. These results underscore the practical value of integrating mindfulness-based interventions into teacher education. This study advocates Mindfulness-based therapies for teacher-trainers seek to reduce stress, build resilience, and increase job satisfaction. It suggests combining mindfulness practices with teaching methods to create a comprehensive and successful teacher-training approach. The research highlights the need for policy creation that prioritises mindfulness in teacher preparation programs at the National Institute of preparation (NIE).