Exploring the Efficacy of Mindfulness Interventions for Stress Reduction among Special Education Teachers: A Quasi-Experimental Study at Mano Vikas Special School, at Sasthankotta, Kollam

Abstract

Purpose: This article investigates the efficacy of mindfulness interventions in reducing stress levels and improving the subjective well-being of special educators at Mano Vikas, in Sasthamkotta, Kollam, focusing on identifying key factors contributing to their overall well-being and job satisfaction.

Design/Methodology/Approach: The methodology employed a quasi-experimental study design with a deductive approach. The research uses a quantitative approach to data collection. Further, this study aids in assessing the effectiveness of mindful practices in mitigating stress and enhancing the subjective well-being of special educators at Mano Vikas Special School. A sample of 15 teachers were included in this study. Questionnaires such as Depression, Anxiety Stress Scale -21 (DASS-21), Five Facet Mindfulness Questionnaire (FFMQ-15) and Subjective Wellbeing Scales were provided to collect information that how their stress, anxiety, depression, and mindfulness positively influence their Subjective Well-Being. Here ‘stress’ acts as a moderate variable. Since this is a quasi-experimental study, controlled groups were not included.
Finding/Result: After exploring and analyzing the facts, it is found that a significant presence exists a negative relationship between Subjective well-being, Mindfulness and Stress.
Originality/Value: This study employs a quasi-experimental design to evaluate the effect of a structured mindfulness intervention on indicators like stress, well-being, and work satisfaction among participants (teachers). This study also seeks to investigate potential mechanisms for mindfulness therapies, such as enhancing self-care routines, avoiding negative ruminations, and improving emotional regulations which lead one to integral subjective well-being.

Paper Type: Quasi-experimental Study Article.