Vol. 2, Issue 2, Part A (2025)

Mindfulness practices have gained considerable attention in recent years in recent years for their potential to enhance emotional regulation, reduce stress, and improve focus in various educational settings. In the context of teacher training, integrating mindfulness strategies could have a profound impact on improving classroom dynamics, fostering positive student-teacher relationships, and promoting well-being for both educators and students. This paper explores the integration of mindfulness practices into in-service teacher training programs, emphasizing their role in enhancing emotional intelligence, classroom management, and overall teacher effectiveness.

Research indicates that teachers, often overwhelmed by the challenges of managing diverse student needs, can benefit from mindfulness techniques to enhance self-awareness and manage classroom stressors effectively. By promoting emotional regulation and empathy, mindfulness has the potential to improve the quality of teaching interactions and student outcomes. This research examines various mindfulness practices that can be implemented in teacher training programs, such as mindfulness meditation, mindful listening, and breath awareness, and evaluates their impact on classroom management and teacher satisfaction.

The aim of this paper is to provide a comprehensive review of existing literature on mindfulness in education and propose a model for incorporating mindfulness into in-service teacher training. The research presents evidence from both qualitative and quantitative research, highlighting the positive effects of mindfulness on teacher behavior, student engagement, and classroom climate. It also discusses the potential challenges of implementing mindfulness practices and offers recommendations for overcoming these barriers.