Does Mindfulness Reduce Stress Levels and Enhance the Subjective Well-being of Teachers? – Insights from an Experiment

Abstract

Purpose: The purpose of this research is to elucidate and bring out the efficacy of the Mindfulness Interventional Programme (MIP) in lowering the stress of the Teachers and thereby enhancing and ensuring a healthy mindset and Subjective well-being.
Design/Methodology/Approach: The researcher made use of the following three tools: Depression, Anxiety and Stress Scale-21 Items (Lovibond and Lovibond, 1995), The Subjective Well-being Inventory (Sell and Nagpal, 1992) and the Five Facet Mindfulness Questionnaire (Baer, Button, Krietemeyer, Sauer & Williams 2008). This experimental study was conducted among the teachers in Siddhartha Public School Pallimon at Kollam, Kerala. The deductive Approach method was adopted in the experimental study.
Finding/Result: The study’s primary goal was to understand the sources of stress and how they impact teachers' subjective well-being. A group of 70 teachers was selected as a sample for this study using a random sampling method. The survey focused on the various factors that brought different challenges in the lives of the teachers and assessed how the effects of mindfulness would reduce their stress levels and enhance their subjective well-being. It is observed that those who practice mindfulness easily overcome various challenges than those who don't. Mindfulness reduced stress levels and ensured subjective well-being.
Originality/Value: Analyzing the demographic details of selected teachers, we try to find out the important factors that affect their Subjective well-being. It is found that the proper awareness of the challenges received from mindfulness helped them to tackle the issues efficiently to lead a balanced and satisfied life. As a result, the teachers’ stress levels are reduced and consequently, their subjective well-being is improved.
Paper Type: An Experimental Study