Experimental Study on the Role of Mindfulness in Enhancing Teacher Patience and Classroom Climate

Abstract

This experimental study investigates the role of mindfulness training in enhancing teacher patience and improving classroom climate among secondary school teachers in Ludhiana district, Punjab. Utilizing a pre-test and post-test control group design, a total of 60 teachers were randomly assigned to experimental and control groups. The experimental group participated in an 8-week structured mindfulness intervention, including techniques such as mindful breathing, body scan meditation, and guided visualization. Data were collected using a Teacher Patience Scale and a Classroom Climate Inventory. Statistical analysis, including paired sample t-tests, revealed a significant increase in both teacher patience (t = 6.72, p < 0.001) and classroom climate (t = 7.14, p < 0.001) within the experimental group, while the control group showed negligible changes. The findings suggest that mindfulness training effectively promotes emotional regulation and professional composure among teachers, leading to more supportive and well-managed classroom environments. The study advocates for integrating mindfulness programs into teacher professional development initiatives as a means to enhance instructional quality and school climate.