Effectiveness of Mindfulness Practices on Reducing Stress and Enhancing Well-Being among School Teachers in Karachi

This study explores the effectiveness of mindfulness practices in reducing stress and enhancing well-being among school teachers. Employing a one-group pretest-posttest quasi-experimental design, the intervention involved 30 school teachers who participated in a three-week mindfulness program, including live virtual sessions and individual practice (10–15 minutes thrice weekly). Participants were recruited through social media and completed standardized pre- and post-intervention questionnaires adapted from the Teacher Stress Inventory (TSI) and the Perceived Stress Scale (PSS). Results indicated statistically significant improvements across all measured domains: physical and emotional stress symptoms, perceived coping, and overall well-being. Paired-sample t-tests revealed large effect sizes (Cohen’s d = 0.77–0.92) with high statistical significance (p < .001) and strong internal consistency (Cronbach’s α improved across all scales). Post-hoc power analysis confirmed high sensitivity (1–β > .98). These findings suggest that brief, structured mindfulness interventions may serve as a scalable, evidence-based strategy to reduce teacher stress and improve psychological health in school settings. The study contributes to the growing body of evidence supporting mindfulness-based interventions in educational settings, especially within high-stress school environments.