Examining the Relationship Between the Level of Mindfulness and Job Anxiety among EFL Teachers in Iran

Hosein Khodabakhshzadeh, Mohsen Esmaeilnia, Laaya Sarani, Farideh Gholami

Abstract


Anxiety has increased in various jobs over recent years. Different people in various occupations experience this anxiety every day and the teaching profession is no exception. Teachers have an undeniable role in educating children in their scientific, social and emotional learning. However, addressing teachers’ anxiety in the classroom and even beyond it remains an important challenge in the field of education. Different methods and techniques have been proposed to address teacher’s anxiety in hand out of work environments. One of these methods is to raise the level of mental awareness or mindfulness of instructors due to their significant degree of occupational anxiety. This article examines the relationship between mindfulness and occupational anxiety among Iranian EFL teachers. The outcomes of this study illustrate that there is a meaningful relationship between the level of occupational stress and mindfulness. In fact, with an increasing level of mindfulness among educators, anxiety declines. Therefore, teachers can help to reduce stress by increasing their mental awareness.


Keywords


level of mindfulness; EFL teachers; job anxiety; behavior

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References


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