Vocational-technical teachers' mindfulness: Does it matter for teachers’ well-being and motivation?
Heliyon June 1, 2023 DOI: 10.1016/j.heliyon.2023.e17184 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Intervention | Mindfulness |
| Topics | Meditation |
| Citations | 12 |
| Key points | Argues that mindfulness may serve as a technique for reducing vocational-technical teachers' stress while increasing their motivation and well-being, and contends that this topic has received little to no empirical attention among teachers in the vocational-technical setting. |
Abstract
Teaching in vocational-technical schools can pose many challenges, which can lead to stressful situations as all aspects of instruction and teaching in this domain involve a high level of anxiety and exhaustion. So, the significant issue in this territory is teachers' motivation which plays a crucial role in enhancing the various types of performance, including organizational performance and it is positively related to job performance and accordingly their well-being. Therefore, teachers' motivation and well-being should be taken into consideration in the vocational-technical academic environment and an increasing number of programs have been in quest of fostering these constructs. To this end, there is growing interest in the function of mindfulness which is very efficient in decreasing teachers' stress while increasing their motivation and well-being. Indeed, as a mental characteristic of vocational-technical educators, mindfulness functions as a technique one can employ. This paper tries to examine the possible contribution of vocational-technical teachers' mindfulness to their efficiency with a focus on well-being and motivation. Accordingly, teachers' well-being and motivation have been the subject of studies that seek to shed light on the potential contributors to teachers' careers; yet, few, if any, studies have been carried out on the contribution of mindfulness to motivation and well-being among the teachers working in the vocational-technical setting. As a result, these insights can have implications for the stakeholders involved in the vocational-technical context, including teachers and teacher trainers.
Comparable studies
Other theoretical and historical papers on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness: A proposed operational definition. | 2004 | Theoretical or philosophical paper | |
| Mechanisms of mindfulness | 2005 | Theoretical or philosophical paper | |
| How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective | 2011 | Theoretical or philosophical paper | |
| Mindfulness-based cognitive therapy for depression | 2006 | Theoretical or philosophical paper | |
| Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness | 2012 | Theoretical or philosophical paper |
Citations in the library
Cites 6
- Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects Psychological Inquiry October 19, 2007
- Dispositional Mindfulness and Psychological Health: a Systematic Review Mindfulness July 1, 2017
- How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical Psychology Review April 1, 2015
- What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy June 2011
- Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of abnormal child psychology October 1, 2010
and 1 more in the library