Abstract
Globally, the subject of teacher wellbeing has been identified as one of the factors that
influences turnover, turnover intention and job satisfaction. Despite being critical, the
importance of mental health and mindfulness as a strategy to promote the wellbeing of
teachers and pre-primary teachers has been overlooked as the focus has been mainly on
the mental health of students. This study explored the effect of mindfulness practice on the
wellbeing of pre-primary teachers, focusing on a private primary school in Gauteng. The
study utilised the mindfulness theory to explain mindful activities' influence on pre-primary
teachers' well-being. The study employed a phenomenological research design.
Guided by social constructivism as a philosophical standpoint, a qualitative research
approach was employed as it helped to investigate the current work-related stressors that
affect the well-being of pre-primary teachers, the mindfulness practices that strengthen the
teacher's interaction with learners, the types of mindfulness practises teachers use, and
the teachers' perceptions of the mindfulness practise on their mental health. The
population consisted of pre-primary teachers who taught grades (0), (00), 000) and (0000)
at a private school in Gauteng. The teachers were purposively sampled, and in-person
interviews were used to collect data. The data was analysed using thematic analysis.
The findings revealed that pre-primary teachers often work without enough support, and
work overload is a result of this demanding nature. A lack of special needs education
training makes managing inclusive classrooms extremely difficult, which adds to teachers'
feelings of stress and inadequacy. The study concludes that mindfulness exercises,
including mindful breathing, mindful eating, and mindful drawing, significantly improve
teacher-student relationships.
Keywords: Mindfulness; mindfulness-based intervention; wellbeing; pre-primary teachers;
psycho-social support