Mindfulness as a Transformative Learning Paradigm: Uncovering Teachers’ Perspective in Public Elementary School Setting

Abstract

This phenomenological study explored the mindfulness-based teaching approaches of ten elementary school teachers from five schools in the Maco North District. In today's fast-paced and stress-inducing world, mindfulness-based teaching is essential for promoting holistic development, equipping individuals with critical life skills, and fostering well-being within educational settings. Through qualitative analysis, the study uncovered three primary themes from the teachers' experiences: stress reduction, creating a conducive learning environment, and improved student academic achievement. Additionally, it identified three coping strategies employed by teachers: personal mindfulness practices, explicit teaching of mindfulness skills, and maintaining a positive mindset and emotional management. Key lessons learned include the importance of mental health and well-being and enhancing the teaching and learning process through mindfulness. These findings underscore mindfulness's significant impact on teachers and students, advocating for its broader integration into educational systems. The study highlights that mindfulness practices empower individuals to manage life's complexities and that research was essential to optimize their application in education. The academic landscape, mental health, and well-being were paramount. Comparably, mindfulness teaching emerges as a valuable practice for nurturing educational success and the essential skills needed to navigate life's complexities.