Investigating the Impact of a Mindfulness-Based Training Program on Enhancing Emotional Intelligence and Improving Classroom Management Skills in Elementary School Teachers in Ardabil Province
Document Type : Original Article
Author
Educational Officer, Elementary Education Department, Farhangian University, Ardabil, Iran
Abstract
Background and Aim: This study was conducted with the aim of investigating the effect of a mindfulness-based training program on enhancing emotional intelligence and improving classroom management skills among elementary school teachers in Ardabil Province.
Methods: The research method was a quasi-experimental design with pre-test and post-test and a control group. Sixty elementary school teachers were randomly assigned into two groups: an experimental group (30 teachers) and a control group (30 teachers). Data collection instruments included the Bar-On Emotional Intelligence Questionnaire, the Classroom Management Skills Questionnaire, and a classroom observation checklist. The experimental group participated in eight sessions of mindfulness training, which included exercises on mindful breathing, emotion recognition, emotion regulation, empathy, and application of mindfulness in the classroom setting. The control group received no intervention. Data were analyzed using SPSS software and statistical tests including independent and paired t-tests.
Results: The results indicated that the mindfulness-based training program had a significant effect on increasing teachers’ emotional intelligence (P < 0.001) and classroom management skills (P < 0.001). Furthermore, classroom observations revealed significant improvements in emotion management, recognition of students’ emotions, attention control, behavior management, and time utilization (P < 0.005).
Conclusion: The findings of this study suggest that mindfulness training can be used effectively as an intervention in teachers’ professional development and in improving the learning environment. These results are consistent with evidence from both national and international studies regarding the positive impact of mindfulness on teachers’ psychological well-being and professional performance, highlighting the importance of integrating such programs into in-service training courses.
Methods: The research method was a quasi-experimental design with pre-test and post-test and a control group. Sixty elementary school teachers were randomly assigned into two groups: an experimental group (30 teachers) and a control group (30 teachers). Data collection instruments included the Bar-On Emotional Intelligence Questionnaire, the Classroom Management Skills Questionnaire, and a classroom observation checklist. The experimental group participated in eight sessions of mindfulness training, which included exercises on mindful breathing, emotion recognition, emotion regulation, empathy, and application of mindfulness in the classroom setting. The control group received no intervention. Data were analyzed using SPSS software and statistical tests including independent and paired t-tests.
Results: The results indicated that the mindfulness-based training program had a significant effect on increasing teachers’ emotional intelligence (P < 0.001) and classroom management skills (P < 0.001). Furthermore, classroom observations revealed significant improvements in emotion management, recognition of students’ emotions, attention control, behavior management, and time utilization (P < 0.005).
Conclusion: The findings of this study suggest that mindfulness training can be used effectively as an intervention in teachers’ professional development and in improving the learning environment. These results are consistent with evidence from both national and international studies regarding the positive impact of mindfulness on teachers’ psychological well-being and professional performance, highlighting the importance of integrating such programs into in-service training courses.
Keywords
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