Exploring Mindfulness as a Moderator of Job Satisfaction, Stress, and Teaching Practices Among Teacher Trainers in Sri Lanka

This research investigates the transformative potential of mindfulness, a practice deeply rooted in ancient Buddhist traditions in moderating stress levels, enhancing job satisfaction, and optimizing teaching methodologies among teacher trainers at Sri Lanka's National Institute of Education (NIE). By integrating Buddhist principles with contemporary psychological frameworks, this study elucidates how mindfulness can effectively address the distinct challenges encountered by educators in Sri Lanka, including substantial workloads and professional burnout. The research employs a mixed-methods approach utilizing validated instruments such as the Five Facet Mindfulness Questionnaire (FFMQ) and the Teacher Stress Inventory (TSI) to conduct a comprehensive exploration of these dynamics. Data analysis utilizing Structural Equation Modelling (SEM) and regression techniques reveals significant correlations: mindfulness has been identified as a crucial factor in alleviating stress, promoting resilience, and enhancing professional fulfillment. The findings underscore the necessity of mindfulness-based interventions that are specifically tailored to cultural contexts, offering practical strategies to improve teacher well-being and enrich the educational environment. This study contributes to both academic discourse and practical applications by proposing integrative frameworks for mindful teaching practices and sustainable support systems for educators. The implications extend to policy initiatives and curriculum development, reinforcing the concept that mindfulness serves not merely as a tool for stress management but as a pathway to cultivating a compassionate and effective educational landscape.