Mindfulness Practices: A Study on Psychological Well-Being in Prospective Teachers

Abstract

Mindfulness practices focus on being aware of the present moment with an open and non-judgmental attitude.  This study examines the impact of these practices on the psychological well-being of prospective teachers.  A sample of 98 second-year Bachelor of Education students studying in colleges of education within Tirunelveli District, Tamil Nadu, India, was selected using a simple random sampling technique for the study.  The Mindfulness Scale, prepared and validated by Ramya and Sherlin, and the Psychological Well-being Inventory, developed and validated by Jeyanthi and Antony Raj, were used in the study to collect data.  The ‘t’ test revealed a significant difference between male and female prospective teachers, and the females performed better in terms of mindfulness and psychological well-being than the male prospective teachers. The rural prospective teachers were found to be better in their mindfulness, while the urban ones were found to be better in psychological well-being.  The Pearson product-moment correlation results revealed a strong positive correlation, indicating that higher levels of mindfulness are associated with greater psychological well-being. It is recommended that prospective teachers incorporate mindfulness training programs to enhance their classroom management and personal resilience skills.