CONFERENCEhttps://doi.org/10.22364/htqe.2025.28 | 397-410 | PDF
Mindfulness and Teachers’ Subjective Well-being in the Professional Domain
Ivo Strante¹, Ieva Margeviča-Grinberga²
¹Director of the association “Klusuma skola”, Latvia
²University of Latvia, Latvia
Abstract
The research examines how mindfulness interventions affect educators’ emotional well-being and professional engagement while studying the necessity for building teachers’ emotional resiliance and more effective Social-Emotional Learning (SEL). Professional educators worldwide now recognise mindfulness as a viable option to develop their mental balance, classroom capabilities, and self-awareness because teacher distress and burnout rates have reached concerning levels (Taylor et al., 2024; Schonert-Reichl, 2017). This mixed-methods study combined qualitative semi-structured interviews with nine educators and a quantitative online survey of 98 teachers to examine perceived impacts of mindfulness on well-being and professional practice. Qualitative data were transcribed, anonymized, and analyzed in NVivo using inductive in-vivo coding to remain grounded in participants’ language, aligning with established rigor practices in qualitative analysis. The survey comprised 21 Likert-scale items derived from themes identified in the qualitative phase, covering personal (well-being, emotion regulation) and professional domains (classroom relationships, instructional practice). The survey data has been analyzed using MS Excell descriptive statistic measures. All study participants had completed a nine-month mindfulness professional development program with daily formal and informal practice options, supporting integration of practice exposure with reported outcomes. The research documented clear findings about how mindfulness teachers developed superior stress management capabilities, emotional resilience, and stronger classroom relationships. More than sixty per cent of participants experienced personal advantages, and fifty-five per cent documented enhanced professional competencies focused on student emotion regulation. The findings support evidence that mindfulness is important in supporting teacher welfare and could support teachers ability to model SEL. Long-term evaluation of mindfulness’s implications on teaching development with extended research in schools will help determine its usefulness for educational policy and classroom practice.
Keywords: Emotional regulation, Mindfulness-based interventions, Social-emotional learning (SEL), Stress management, Subjective well-being, Teacher burnout, Teacher professional development, Teacher well-being
In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7
https://doi.org/10.22364/htqe.2025