Abstract :
The study explored the relationship between mindfulness levels and academic performance amongprospective teachers in the subject of Technical Writing and Presentation Skills at the universitylevel. The population comprised morning and evening semester prospective teachers from a selecteduniversity. Using convenient sampling, an intact group of 80 students (42 from the morning sessionand 38 from the evening session) were selected, representing diverse academic backgrounds andincluding both genders for comprehensive analysis. Mindfulness levels were assessed using the FiveFacet Mindfulness Questionnaire (FFMQ), which evaluated Observing, Describing, Acting withAwareness, Non-Judging of Inner Experience, and Non-Reactivity to Inner Experience. Academicperformance was measured by the Grade Point Average (GPA) system. The study revealedconsiderable mindfulness levels across the five facets, with no significant gender differences, and asignificant positive correlation between mindfulness and academic achievement. This study's resultsunderscore the significant outcome of mindfulness interventions in improving academic portfolios.The results further recommend that incorporating mindfulness activities/practices within aneducational setting will enhance cognitive development and academic achievement.
Keyword :
Keywords: Supervisor-supervisee relationship, Doctoral education, Moral theory, Ethics, Trust, Communication, Power dynamics