Name: Hemangi R. Patode, Dr. Rajendra S. Mhaske / Date: 28-01-2025
Background: Teachers, often experience intellectual and emotional exhaustion due to thesignificant emotional demands of their profession, which negatively affects their well-being andjob performance (Chang & Davis, 2009). To manage stress and prevent burnout, it is essentialfor teachers to become aware of their thought patterns, as this awareness helps them developcoping strategies to handle negative emotions and express them constructively (Chang,2013).Awareness, as a core mindfulness skill, can be developed through training (Brown &Ryan, 2003; Dane, 2011; Leroy et al., 2013), and mindfulness-based interventions have beenshown to effectively reduce workplace stress and provide health benefits (Aikens et al., 2014;Hülsheger et al., 2015).
Objective: This study aims to explore the effect of mindfulness-based intervention ondispositional mindfulness and cognitive emotion regulation strategies among female teachers.
Method: One group pretest posttest design has been used. The study involved 53 female CBSEprimary school teachers from Pune, who were assessed twice by using the Freiburg MindfulnessInventory and Cognitive Emotion Regulation Questionnaire before and after 21 days ofmindfulness-based intervention.
Results: A paired samples t-test revealed a significant increase in dispositional mindfulnessfrom pre-test data(M = 32.13, SD = 8.35) to post-test data (M = 40.56, SD = 5.84; t = 7.07, p <.001, df=52). The obtained results showed no significant impact on positive reappraisalcognitive emotion regulation but showed a significant decrease in rumination from pre-test data(M = 32.13, SD = 8.35) to post-test data (M = 14.77, SD = 2.66; t = 3.55, p < .001, df=52).
Conclusions: mindfulness training is a valuable intervention for increasing dispositionalmindfulness and reducing ruminative thinking which helps to maintain teachers’ well-being.
Keywords: Dispositional Mindfulness, Cognitive emotion regulation, Mindfulness BasedIntervention.
