GRATITUDE, MINDFULNESS, AND TEACHERS’ EFFICACY

Abstract

Teaching is an emotionally demanding profession that requires sustained self-efficacy, emotional balance, and positive engagement. In recent years, psychological strengths such as gratitude and mindfulness have gained recognition as internal resources that enhance teachers’ well-being and professional competence. The present study examined the combined influence of gratitude and mindfulness on teachers’ sense of efficacy. A purposive and incidental sample of 200 school teachers was selected from various educational institutions of Begusarai, Bihar. Standardized scales of gratitude, mindfulness, and teacher efficacy were administered. Correlational and multiple regression analyses were employed to test the proposed hypotheses.

Findings revealed a significant positive relationship between gratitude and teachers’ efficacy (r = .622, p < .01) as well as between mindfulness and teachers’ efficacy (r = .503, p < .01). The multiple regression model further indicated that both gratitude and mindfulness together significantly predicted teachers’ efficacy, F(2,197) = 38.42, p < .001, explaining 44% of the variance. Gratitude emerged as the stronger predictor (β = .49) followed by mindfulness (β = .31). These results suggest that teachers who cultivate appreciative awareness and mindful attention tend to feel more competent and confident in managing instructional and emotional demands.

The findings resonate with earlier works by Chan (2010), Jennings et al. (2017), and Garland et al. (2015), emphasizing gratitude and mindfulness as protective and empowering traits in educators. The study highlights the importance of integrating gratitude reflections and mindfulness-based practices into teacher training programs to enhance educators’ psychological resilience and classroom effectiveness. Implications for educational policy and professional development are discussed.