A Mindful Teaching Training Program to Enhance Elementary School Teachers’Psychological Well-Being

Abstract

This study aims to test the effect of mindful teaching training on the psychological well-being of elementary school teachers. The research design used a quasi-experiment with a pretest–posttest control group model, involving eight teachers who were randomly divided into experimental and control groups. The instrument used was the Indonesian adaptation version of the Ryff Psychological Well-Being Scale (42 items). Data analysis was carried out by normality, homogeneity of variance, and Mann-Whitney non-parametric tests. The results showed that there was no significant difference between the experimental and control groups, nor between the pretest and posttest scores in the experimental group (p > 0.05). This indicates that short training with a limited number of participants has not resulted in statistically detectable changes. However, the results of in-depth interviews showed that there were real changes in teachers in several dimensions of psychological well-being according to Ryff, such as increased self- acceptance, positive relationships with students, autonomy, mastery of the environment, life goals, and personal growth. These findings confirm that although the quantitative results were
not significant, the intervention still contributed to teacher change relevant to the psychological well-being framework. Further research is suggested using a larger number of participants, longer training duration, and more conducive conditions so that the influence of the intervention can be evaluated in more depth.