by Gagandeep Kaur, Manpreet Kour
ABSTRACT
The modern teacher training occurs within the conditions characterized by high academic pressure,
expectations of performance, and emotional stress. In this respect, mindfulness has become a valuable
psychological tool in that it aids attention, emotional regulation, and balanced involvement in the present
moment. The current research paper analyzed the mindfulness level in prospective teachers and compared the
mindfulness with respect to gender, academic stream, and academic achievement. A descriptive survey design
was utilized, and a sample consisting of 400 prospective teachers from colleges of education in district of
Amritsar was chosen through simple random sampling technique. Data were collected using an investigator
developed 30-item mindfulness scale based on the Five Facet Mindfulness Model and validated through expert
review and pilot testing. Descriptive statistics, independent samples t-tests, one-way ANOVA, and effect size
metrics (Cohen’s d and eta squared) were used to analyze the data. The results showed that there were
substantial gender variations in overall mindfulness, female prospective teachers demonstrated significantly
higher mindfulness than male prospective teachers, (Cohen’s d = 2.88). Significant differences were also
observed across academic streams (η² = .055) humanities stream reporting higher levels of mindfulness in
contrast to students in medical and non-medical streams and academic achievement groups (η² = .021) where
high-achieving students scored significantly higher than average- and low-achieving students. Results indicate
that mindfulness varied across selected demographic and academic variables and highlight the importance of
including mindfulness-based practices in teacher education programs for the development of emotional
regulation, reflective capacity and professional readiness. The findings provide empirical evidence that can
assist teacher educators and policymakers in designing mindfulness-based interventions to improve the
professional competence of future teachers.
