Cultural intelligence and mindfulness as predictors of psychological wellbeing and teacher effectiveness among school teachers from diverse cultural background

Abstract

Cultural Intelligence is an ability to work effectively and exhibit appropriate behaviour during cross-cultural interactions. Mindfulness helps an individual to manage inter personal and intra personal behaviour compassionately. The aim of the present study was to explore the Cultural Intelligence and Mindfulness as predictors of Psychological Wellbeing and Teacher Effectiveness among school teachers working in various Kendriya Vidyalaya Sangathan schools in the state Haryana coming from diverse cultural background. The study was conducted on a sample of three hundred and twelve teachers who were not bonafide residents of the state Haryana. Present study revealed that significant gender difference was found in school teachers for Cultural Intelligence and Psychological Wellbeing while no gender difference was found in school teachers for Mindfulness and Teacher Effectiveness. It was also found that both Psychological Wellbeing and Teacher Effectiveness were significantly positively correlated with Cultural Intelligence and its dimensions viz Meta-cognitive Cultural Intelligence, Cognitive Cultural Intelligence, Motivational Cultural Intelligence and Behavioural Cultural Intelligence and Mindfulness. Cultural Intelligence and Mindfulness conjointly were the significant predictors of Psychological Wellbeing and Teacher Effectiveness of the school teachers from diverse cultural background. In the present study Mindfulness was the more important variable as compared to Cultural Intelligence with regard to its contribution in Psychological Wellbeing whereas Cultural Intelligence was found to be more important variable as compared to Mindfulness as far as the predictive power is concerned for predicting Teacher Effectiveness of the school teachers from diverse cultural background. newline