The Role of Mindfulness in Building Sustainable and Compassionate Education

This study explores the role of mindfulness in moderating the relationship between job satisfaction, stress levels, and teaching practices among teacher-trainers in Sri Lanka. Drawing from both Buddhist and Western psychological frameworks, the research addresses a key gap in the application of mindfulness within the Sri Lankan teacher education context. Teacher-trainers at the National Institute of Education (NIE) often experience high stress and burnout, which can negatively impact their professional effectiveness and well-being. The study adopts a mixed-methods approach using validated instruments such as the Five Facet Mindfulness Questionnaire (FFMQ), the Teacher Stress Inventory (TSI), and the PIRLS Job Satisfaction Scale. Quantitative data from 148 teacher-trainers were analyzed using Structural Equation Modelling (SEM), Confirmatory Factor Analysis (CFA), and multiple regression to assess the relationships among key variables. Findings indicate that mindfulness significantly moderates the effects of stress and teaching practices on job satisfaction. Higher levels of mindfulness were associated with greater job satisfaction and improved teaching practices, even under stressful conditions. The results underscore the potential of mindfulness as a practical tool to enhance emotional regulation, resilience, and overall professional performance. This research contributes to the growing body of evidence supporting mindfulness-based interventions in education. It also highlights the importance of culturally relevant mindfulness training for teacher development in Sri Lanka. The study offers recommendations for integrating mindfulness into teacher education programs and suggests directions for future research, including longitudinal studies and expanded intervention models.