Impact of Mindfulness on Secondary School Teachers and College Instructors : Comprehensive Review

• Published in: International Journal of Advanced Culture Technology(IJACT) Vol. 13; no. 1; pp. 114 - 122
• Main Authors: 김평호, 유주형
• Format: Journal Article
• Language: English
• Published: 국제문화기술진흥원 31.03.2025
• Subjects: 과학기술학; Mindfulness; College Instructors; Secondary School Teachers; Educators; Mindfulness-based Interventions
• ISSN: 2288-7202; 2288-7318

Many educators find teaching stressful and hard to meet the rapidly growing demands of the complex classroom settings. It becomes increasingly more important to preserve their mental health and a sense of efficiency in teaching because of adverse consequences that would otherwise develop. Mindfulness, in this regard, an ancient practice of conscious awareness of the self, has received much attention for its promising effects in fostering teacher well-being and better practices in learning environments. The present study investigates mindfulnessbased interventions and its both positive and negative impacts on secondary school and college instructors, derived from a comprehensive, yet balanced review of the existing literature. The results showed that incorporating mindfulness practices appeared to be a powerful tool for reducing negative emotions (e.g., stress, anxiety, and teaching-related burnout), and fostering emotional regulation, self-compassion, and skills for classroom management. On the other hand, the authors also acknowledged the manifest challenges and limitations linked to mindfulness: need for explicit operational definition, potential threats of misinterpretation and frivolous applications. In order for stakeholders to thoroughly and adequately reach the promising potential of mindfulness practices, the authors suggested a few practical strategies for its successful implementation. Sufficient comprehension of both inherent gains and harms of mindfulness would help educators to enhance their emotional well-being, ultimately leading to create a more productive learning setting.