Proceedings of the 8th International Conference on Modern Research in Education, Teaching and Learning
Year: 2024
DOI:
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Towards Designing a Toolkit for Mindfulness Practices of School Administrators
Everly Rose C. Platon
ABSTRACT:
Select School Administrators from seven tertiary schools in Region IV-A, often known as the CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon) region of the Philippines, participated in a study on Mindfulness Practices. The study included Physical Regulation, which encompasses the everyday duties, decision-making, and goal implementation, including physical activities, that school administrators engage in while maintaining a healthy work-life balance. The researcher’s study developed a conceptual framework that pointed to mindfulness practices, including being present and aware without judgment. This framework draws attention to the importance of Social, Emotional, and Mental regulations, which profoundly enhance a state of mindfulness and its influence on job performance, interpersonal relationships, well-being, spiritual exigency, and intrapersonal relationship. Quantitative analysis employing One-Sample T-Test, Paired T-Test, ANOVA, and OLS Regression yielded evidence-based findings for analysis and interpretation. Overall, the respondents’ mindfulness practices vary significantly depending on their demographic profile, including variables such as sex/gender, age, and educational attainment. A few indicators in the study and research were found to be statistically insignificant, whereby it evidently failed to reject the null hypothesis. The use of mindfulness techniques notably improved various aspects of this study, including job performance, interpersonal relationships, well-being, spiritual exigency, and intrapersonal relationship.
keywords: Being Aware, Being Present, Mindfulness Focus, Physical Regulation, and Social- Emotional Regulation