Mindfulness Interventions Into University Teachers’ Well-Being and Professional Development: An Empirical Analysis

Mindfulness techniques have been proposed to address teacher burnout and enhance well- being in the academic environment. However, limited research has hindered understanding of their impact on teachers' well- being and professional growth. This project explores the effects of mindfulness interventions on teacher well- being, aiming to improve teaching and research skills. Using a qualitative approach, the study involved focus groups, narrative, and content analysis with 60 lecturers and academic staff from a mindfulness program between Swinburne University and FPT Education in Vietnam. The findings suggest mindfulness helps teachers maintain a positive mindset, reduce stress, and improve emotional resilience and professional performance. This research extends beyond individual teachers, influencing the broader educational environment and policy development, while contributing to the understanding of mindfulness in higher education.