Ứng dụng chánh niệm trong ứng xử học đường cho giáo viên tại các trường phổ thông trên địa bàn thành phố Hà Nội: Thực trạng và đề xuất biện pháp

Tóm tắt

Work pressure, teaching innovations, and student diversity are causing teachers in Vietnam’s general education system stress and professional burnout, negatively affecting teaching quality. In this context, mindfulness is considered a potential approach to help teachers regulate emotions, reduce stress, and improve pedagogical behavior. This study examines the role of mindfulness in teachers’ school behavior in Vietnam. A survey of 95 teachers in Hanoi reveals that although most teachers recognized the benefits of mindfulness, its practical application remained challenging due to a lack of training, work pressure, and time constraints. However, teachers who practice mindfulness tend to have better emotional regulation, greater empathy, and improved interactions with students. Based on these findings, the study proposes measures to integrate mindfulness into education, enhancing teachers' mental well-being and fostering a more positive and effective learning environment.