The Relationship Between Mindfulness and the Quality of Teaching Performance Among a Sample of Faculty Teaching Staff in Arab Universities' Social Work Departments

Abstract

While faculty social work teaching staffs in departments of the Arab environment engage in social work education, they also engage in several stressful learning activities, often at the same time. This can negatively affect their well-being, and social work practice. It requires them to practice adaptive mechanisms and tools that enhance the quality of their teaching performance, and one of these tools that have been widely used in psychological and social research is 'mindfulness'. Many studies have shown the benefits that mindfulness brings to social workers, clients, and social work staff, as it helps them to feel the meaning of life, explore this meaning, and improve their psychological strength. It positively reflects on the teaching performance of social work staff. From this point of view, this study attempts to determine the relationship between mindfulness and the quality of teaching performance among a sample of (97) faculty staff in social work departments in Arab universities. The results of this study showed the effect of mindfulness on the quality of the teaching performance of the study sample, as well as the existence of a statistically significant relationship between some demographic variables and the level of mindfulness among the study's faculty staff sample.