the effectiveness of mindfulness-based well-being training on occupational stress, resilience and academic optimism in female teachers

The present study was conducted to determine the effectiveness of mindfulness-based well-being training on occupational stress, resilience, and academic optimism among female teachers in zahedan. this study employed a quasi-experimental design with a pretest-posttest control group. the statistical population comprised all female elementary school teachers in zahedan during the 2024-2025 academic year, from which 40 participants were selected using multistage random sampling and randomly assigned to experimental (n=20) and control (n=20) groups. the experimental group received mindfulness training over eight two-hour sessions. the research instruments included the occupational stress inventory (osipow, 1998), the academic optimism questionnaire (beard et al., 2010), and the connor-davidson resilience scale (2003). data were analyzed using multivariate analysis of covariance (mancova). the results demonstrated that mindfulness-based well-being training had a significant effect on reducing occupational stress (f=36.37, p=0.001, η²=0.51) and increasing academic optimism (f=24.17, p=0.001, η²=0.41) and resilience (f=6.84, p=0.013, η²=0.16) among teachers. the effect sizes indicated a strong impact of the intervention on improving the studied variables. therefore, it can be concluded that mindfulness-based well-being training can be utilized as an effective intervention to promote mental health and reduce occupational pressures among teachers.