Perceived mindfulness and work performance: the mediating role of workplace spirituality in higher education institutions

Purpose This paper aims to investigate the association among teacher-perceived mindfulness, workplace spirituality and work performance in Nepalese higher education institutions (HEIs) and to examine whether workplace spirituality statistically mediates the mindfulness-performance relationship. Design/methodology/approach It proposes a hypothesised model tested among 525 teachers from Nepalese HEIs, selected using a non-probability snowball sampling techniques. It employs a structured questionnaire to collect data from the respondents, while partial least squares–structural equation modelling (PLS-SEM) is utilised to test the conceptually developed model. Findings The results indicate that perceived mindfulness is positively associated with teachers’ self-reported work performance and workplace spirituality. Mediation analysis reveals that workplace spirituality partially accounts for the association between perceived mindfulness and self-reported work performance. Research limitations/implications The study exclusively focuses on teaching staff within the Nepalese educational context, and its cross-sectional design means it can demonstrate associations but not causation. Consequently, the findings may not be generalisable to other cultural contexts, or different time periods. Practical implications The research encourages HEIs and their authorities to enhance teacher performance by promoting perceived mindfulness and cultivating workplace spirituality. Originality/value This study contributes to the literature by providing novel and context-specific evidence on how perceived mindfulness and workplace spirituality are linked to work performance in higher education, an area with a notable paucity of research.