The Effect of a Mindfulness-Based Intervention on Teaching Practicum Anxiety and Personality Traits Among B.Ed. Students

A structured six-week mindfulness program reduced teaching practicum anxiety among 40 B.Ed. students in Coimbatore, Tamil Nadu. The quasi-experimental pre-test post-test study found that post-intervention mindfulness scores improved, especially in observing thoughts, describing experiences, and managing emotional reactions. Students high in neuroticism showed greater initial anxiety, while those high in conscientiousness and openness appeared to benefit more quickly from mindfulness practice. The authors argue that incorporating mindfulness sessions into teacher training programs could support students' well-being and teaching performance.

Study at a glance

Abstract

Teaching practicum is one of the most stressful phases in a B.Ed. student’s academic journey. Many students experience strong anxiety during classroom teaching, especially when they are observed or evaluated. This anxiety can affect their confidence, lesson delivery, and overall teaching performance. Mindfulness-based interventions have recently gained attention for reducing stress and improving emotional balance among students. The present study explored how a structured mindfulness program could help reduce teaching practicum anxiety and how personality traits might influence this improvement. The study focused on 40 B.Ed. students undergoing their practicum training in Coimbatore, Tamil Nadu. A quasi-experimental pre-test post-test design was used. Students were selected through purposive sampling. The six-week intervention included weekly one-hour sessions featuring practices such as Simple centring, Mindful Acceptance, the “I Am” Mantra, shifting from Anxiety Radio to Just-So Radio, Ride-the-Wave emotional regulation, and Values-Based Action. These techniques were adapted from ACT and Kabat-Zinn’s MBSR approach. Teaching practicum anxiety was measured using the Teaching Anxiety Scale (TAS), mindfulness levels were assessed with the Five Facet Mindfulness Questionnaire (FFMQ), and personality traits were measured using the Big Five Inventory (BFI-44). The results showed a clear reduction in teaching practicum anxiety after the mindfulness intervention. Students reported feeling calmer, more present, and more in control during teaching sessions. Post-test mindfulness scores also showed noticeable improvement, especially in observing thoughts, describing experiences, and managing emotional reactions. Personality traits played an interesting role: students high in neuroticism showed greater initial anxiety, while those high in conscientiousness and openness appeared to benefit more quickly from mindfulness practice. Overall, the study found that mindfulness is a practical and effective tool for helping B.Ed. students manage the emotional demands of teaching practicum. The findings suggest that incorporating mindfulness sessions into teacher training programs could support students’ well-being, improve their teaching performance, and build long-term resilience. Future research with larger samples and follow-up studies could provide deeper insights.