Mindfulness based emotional intelligence impact on psychological well being of school teachers

Abstract

Psychological well-being of school teachers is vital for healthy student engagement and a conducive classroom environment. This study sought to understand the role of mindfulness and emotional intelligence in the newlinepsychological well-being of school teachers. It was conducted in two phases. The first phase, through the survey method, sought to establish the relationship between mindfulness, emotional intelligence, and newlinepsychological well-being of school teachers. 125 female school teachers from Bangalore, India, drawn through convenience sampling, were surveyed. The tools used were the Five Facets of Mindfulness Questionnaire, Assessing Emotions Scale, Scales of Psychological WellBeing, and demographic details sheet. Results revealed positive and newlinemoderate to strong associations between the variables (r = 0.38 to 0.65). Moreover, mindfulness and emotional intelligence explained 45% of the variance in psychological well-being, as opposed to 42% by mindfulness alone. The second phase was a pre and post-experimental study. After random assignment to study (N = 19) and comparison (N = 29) groups, the study group underwent a seven-session mindfulness-based emotional newlineintelligence intervention through an online platform. The participants were assessed on mindfulness, emotional intelligence, and psychological well-being before and after the intervention. Results revealed that emotional intelligence showed a significantly increased post-intervention, but mindfulness and psychological well-being did not.