Trainee teachers' wellbeing can be enhanced by mindfulness and resilience, which support them in efficiently managing stress and overcoming obstacles. The purpose of this study is to investigate the wellbeing, resilient, and mindfulness among trainee teachers at one of the Malaysian trainee teacher’s institutes. This study determines the relationship between resilient and mindfulness and the well-being of Malaysian teacher candidates. Additionally, factors that support the well-being of Malaysian trainee teachers have been examined. Using a correlational framework and a quantitative approach, the study counts 239 trainee teachers who were selected at random from the Institute of Teacher Education Malacca. The instruments used for this study include The Flourishing Scale, The Brief Resilience Scale and The Mindful Attention Awareness Scale. The data was analysed descriptively and inferentially using SPSS software. The results show a relationship between trainee teachers' wellbeing, mindfulness and resilient in that particular institute. Moreover, it was found that resilience and mindfulness had an impact on their overall wellbeing. It could be beneficial if this study can help relevant departments, such as the Ministry of Education, create and implement intervention programs to improve resilience and well-being among Malaysian trainee teachers.
Ainiyah, N., Zahroh, C., Khamida, K., Budury, S., Nurjanah, S., Hasina, S. N., … & Wardhany, S. E. (2021). Emotional intelligence and self-efficacy as predictor factors of student resilience in online learning during pandemic era. Open Access Macedonian Journal of Medical Sciences, 9(T5), 40-43. https://doi.org/10.3889/oamjms.2021.7854
Baratz, L. (2015). Israeli teacher trainees’ perceptions of the term moral resilience. Journal for Multicultural Education, 9(3), 193-206.
Baratz, L. (2017). The evolution of teacher trainees' perceptions about the linkage between the terms moral resilience and moral courage through the training process. Journal of Education and Training, 4(2), 40. https://doi.org/10.5296/jet.v4i2.10608
Bird, A. and Pincavage, A. T. (2016). Initial characterization of internal medicine resident resilience and association with stress and burnout. Journal of Biomedical Education, 2016, 1-4. https://doi.org/10.1155/2016/3508638
Bowden, A., Norton, K., & Griffith, G. M. (2020). Do trainee mindfulness teachers practice what they teach? motivation, challenges, and learning gaps. Mindfulness, 12(4), 970-982. https://doi.org/10.1007/s12671-020-01565-6
Bowles, T. and Arnup, J. L. (2016). Early career teachers’ resilience and positive adaptive change capabilities. The Australian Educational Researcher, 43(2), 147-164. https://doi.org/10.1007/s13384-015-0192-1
Correia, A. O., Feitosa, P. W. G., de Sousa Moreira, J. L., Nogueira, S. Á. R., Fonseca, R. B., & Nobre, M. E. P. (2020). Neurological manifestations of COVID-19 and other coronaviruses: a systematic review. Neurology, Psychiatry and Brain Research, 37, 27-32.
Czerwinski, N., Egan, H., Cook, A., & Mantzios, M. (2021). Teachers and mindful colouring to tackle burnout and increase mindfulness, resiliency and wellbeing. Contemporary School Psychology, 25, 535-545.
Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D. W., & Oishi, S. (2009). New measures of well-being. Assessing well-being: The collected works of Ed Diener, 247-266.
Dolenc, P. (2023). The role of mindfulness and resiliencein predicting job burnout among slovenian primary school teachers. Vzgoja in Izobraževanjemed Preteklostjo in Prihodnostjo / Upbringing and Education Between the Past and the Future, 13-30. https://doi.org/10.26493/978-961-293-255-8.13-30
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology, 84(4), 822.
Garcia, M. d. l. O. P., Jacinto, L. G., & Hombrados?Mendieta, I. (2018). Reciprocal relationship between resilience and professional skills: a longitudinal study with social work students. Journal of Social Work Education, 54(3), 532-542. https://doi.org/10.1080/10437797.2018.1474148
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
Holliman, A., Waldeck, D., & Holliman, D. M. (2022). Adaptability, social support, and psychological wellbeing among university students: a 1-year follow-up study. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1036067
Hobbs, C., Armitage, J. M., Hood, B. M., & Jelbert, S. A. (2022). A systematic review of the effect of university positive psychology courses on student psychological wellbeing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1023140
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School psychology quarterly, 28(4), 374.
Karner, T., Bottling, M., Friederichs, E., & Sembill, D. (2021). Between adaptation and resistance: a study on resilience competencies, stress, and well-being in german vet teachers. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.619912
Karner, T., Weiss, J. K., & Heinrichs, K. (2021). A social perspective on resilience: social support and dyadic coping in teacher training. Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-021-00126-y
Kauser, S., Mantzios, M., Keyte, R., & Egan, H. (2023). Understanding the experiences of how mindfulness is used by people with cystic fibrosis: barriers and enablers. Mindfulness, 14(2), 460-472. https://doi.org/10.1007/s12671-022-02065-5
Kemper, K. J., Mo, X., & Khayat, R. (2015). Are mindfulness and self-compassion associated with sleep and resilience in health professionals?. The Journal of Alternative and Complementary Medicine, 21(8), 496-503. https://doi.org/10.1089/acm.2014.0281
Keng, S., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: a review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. https://doi.org/10.1016/j.cpr.2011.04.006
Mandhyan, P. (2024). Emotional Stability among Trainee Teachers in India: A Study of Seemanchal Districts of Bihar. International Journal of Multidisciplinary Research in Arts, Science and Technology, 2(1), 35-42.
Mansfield, C., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: an evidenced informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016
McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. https://doi.org/10.1016/j.tate.2017.12.020
Medlicott, E., Phillips, A., Crane, C., Hinze, V., Taylor, L., Tickell, A., … & Kuyken, W. (2021). The mental health and wellbeing of university students: acceptability, effectiveness, and mechanisms of a mindfulness-based course. International Journal of Environmental Research and Public Health, 18(11), 6023. https://doi.org/10.3390/ijerph18116023
Mundia, L. (2011). Effects of psychological distress on academic achievement in brunei student teachers: identification challenges and counseling implications. Higher Education Studies, 1(1). https://doi.org/10.5539/hes.v1n1p51
Neumann, M. M., & Tillott, S. (2022). Why should teachers cultivate resilience through mindfulness?. Journal of Psychologists and Counsellors in Schools, 32(1), 3-14.
Neumann, M. M. and Tillott, S. (2021). Why should teachers cultivate resilience through mindfulness?. Journal of Psychologists and Counsellors in Schools, 32(1), 3-14. https://doi.org/10.1017/jgc.2021.23
Ngui, G. K. and Lay, Y. F. (2017). The relationship between resilience and perceived practicum stress: the mediating role of self-efficacy. Sains Humanika, 9(1-4). https://doi.org/10.11113/sh.v9n1-4.1123
Niazi, S. and Adil, A. (2017). Role of mindfulness and psychological wellbeing between external locus of control and depression: a moderated mediation model. Peshawar Journal of Psychology and Behavioral Sciences (PJPBS), 3(1), 1-19. https://doi.org/10.32879/pjpbs.2017.3.1.1-19
Schussler, D. L., Greenberg, M. T., DeWeese, A., Rasheed, D., DeMauro, A. A., Jennings, P. A.,& Brown, J. L. (2018). Stress and release: case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125(1), 1-28. https://doi.org/10.1086/699808
Song, X., and He, X. (2021). Teachers’ dispositions toward mindfulness in efl/esl classrooms in teacher-student interpersonal relationships. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.754998
Vidal-Melia, L., Guillen, M. E., Monferrer, D., & Rodriguez-Sanchez, A. (2022). Does mindfulness influence academic performance? the role of resilience in education for sustainable development. Sustainability, 14(7), 4251. https://doi.org/10.3390/su14074251
Wheatley, K. A. (2021). Exploring the relationship between mindfulness and rock-climbing: a controlled study. Current Psychology, 42(4), 2680-2692. https://doi.org/10.1007/s12144-021-01593-y
Xi-yun, S., Fathi, J., Shirbagi, N., & Mohammaddokht, F. (2022). A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among english teachers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.904151
Zhang, H. (2024). Psychological wellbeing in chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1336682
(Zin et al., 2024)
Zin, N. I. M., Mohamad, F., & Zainudin, Z. N. (2024). Trainee Teachers Wellbeing: The Association between Resilient and Mindfulness. International Journal of Academic Research in Business and Social Sciences, 14(8), 2266–2277.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
