Level of Teachers’ Mindfulness and Its Relationship to Learners’ Academic Performance

This study determined the relationship between the level of teachers' mindfulness and learners' academic performance in the primary grades. Using a descriptive-correlational research design, the researcher employed the Five-Facet Mindfulness Questionnaire (FFMQ) to measure teachers' mindfulness and analyzed learners' academic performance through class averages from the most recent grading period. A total of 90 primary-grade teachers were selected as respondents through simple random sampling. Pearson's correlation coefficient (r) was employed to examine the relationship between the level of teachers' mindfulness and learners' academic performance. The results revealed that there is a significant relationship between the level of teachers' mindfulness and learners' academic performance in terms of Non-Judging of Inner Experience and Describing; however, Observing, Acting with Awareness, and Non-Reactivity to Inner Experience facets did not show significant associations. This indicated that certain mindfulness facets, namely, non-judging of inner experience and describing, have more practical implications for academic performance than the other facets of mindfulness. The researcher recommended incorporating mindfulness training into professional development programs for educators to enhance both teacher well-being and student success.