Vocational-technical teachers' mindfulness: Does it matter for teachers’ well-being and motivation?

Teaching in vocational-technical schools can pose many challenges, which can lead to stressful situations as all aspects of instruction and teaching in this domain involve a high level of anxiety and exhaustion. So, the significant issue in this territory is teachers' motivation which plays a crucial role in enhancing the various types of performance, including organizational performance and it is positively related to job performance and accordingly their well-being. Therefore, teachers' motivation and well-being should be taken into consideration in the vocational-technical academic environment and an increasing number of programs have been in quest of fostering these constructs. To this end, there is growing interest in the function of mindfulness which is very efficient in decreasing teachers' stress while increasing their motivation and well-being. Indeed, as a mental characteristic of vocational-technical educators, mindfulness functions as a technique one can employ. This paper tries to examine the possible contribution of vocational-technical teachers' mindfulness to their efficiency with a focus on well-being and motivation. Accordingly, teachers' well-being and motivation have been the subject of studies that seek to shed light on the potential contributors to teachers’ careers; yet, few, if any, studies have been carried out on the contribution of mindfulness to motivation and well-being among the teachers working in the vocational-technical setting. As a result, these insights can have implications for the stakeholders involved in the vocational-technical context, including teachers and teacher trainers.