The Impact of Mindfulness on Teachers' Mental Health and the Quality of the Educational Environment

Abstract

In the context of growing attention to the quality of early childhood education, increasing professional demands on teachers, and the continued influence of post-pandemic factors, there is a pressing need to explore internal resources that can support the psycho-emotional well-being of education professionals. One such resource is mindfulness — the ability to maintain focused attention on the present moment with an attitude of acceptance and non-judgment toward one’s current experience. This study aims to identify the relationship between the level of mindfulness and key indicators of mental health among preschool education teachers.

Key variables examined include levels of anxiety, depression, and stress, the degree of emotional burnout, and the subjective evaluation of quality of life. Empirical data obtained using validated psychodiagnostic instruments suggest that mindfulness serves as a significant protective factor that contributes to reducing maladaptive emotional states and enhancing overall mental well-being among educators.

Results of regression and mediation analyses indicate that mindfulness indirectly influences quality of life through the reduction of negative affective states. Particular attention is given to specific mindfulness components such as non-judging, non-reactivity, and acting with awareness. These facets are associated with greater stress resilience, reduced burnout symptoms, and improved professional well-being.

Thus, mindfulness may be considered a key element in psychological support programs and professional development initiatives aimed at fostering a positive educational environment and improving interactions with children. The results have both theoretical and practical significance and may inform the design of intervention programs in the field of education.