T. Chandrika Peiris, Junainah Abd Hamid, Ali Khatibi, S. M. Ferdous Azam, Jacquline Tham


Public education system of Sri Lanka suffers from poor education outcomes and wide disparities in academic achievement across schools, and studies reveal that students’ outcomes are best when the teachers are qualified in both subjects, they are assigned to teach and in pedagogy. At present teacher stress has become a critical issue in the educational field which affects negatively towards classroom climate; teacher student relationship, teacher creativity, teaching methodologies and student outcomes, while a positive classroom climate results in better academic, social, and emotional outcomes for students. Though the studies have revealed that teacher can improve their well-being, as well as the classroom climate and the student outcomes through the use of mindfulness practices which was taught by the Buddha 2600 years ago, any convincing evidence of the influence of both, teachers’ mindfulness and professional skills on classroom climate towards student outcomes in Sri Lanka or any other country cannot be found. To fulfil that gap, this study explored the influence of teachers’ mindfulness and professional skills on classroom climate towards student outcomes in the government schools in Sri Lanka, using pre-test and post-test experimental design. Data was collected before and after 8-week intervention period, from a sample consisted of 230 students and nine teachers of English, that were observed quantitatively. Findings revealed that teachers’ mindfulness and professional skills as two of the most influential factors that decide the student outcomes directly and via classroom climate of a school, that offer valuable recommendations to the education system in Sri Lanka, in order to enhance student academic and behavioural outcomes by taking steps to improve the professional skills of teachers and the mindful living of both teachers and students.


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Teacher’s Mindfulness (TM), Teacher’s Professional Skills (TPS), Student Outcomes (SO), Classroom Climate (CC) and the Student Mindfulness (SM) Teaching English as a Second Language (TESL)

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