THE BENEFITS OF MINDFULNESS-BASED INTERVENTIONS TO ESP TEACHERS: COMPARATIVE STUDY OF GREEK AND LITHUANIAN UNIVERSITIES
THE BENEFITS OF MINDFULNESS-BASED INTERVENTIONS TO ESP TEACHERS: COMPARATIVE STUDY OF GREEK AND LITHUANIAN UNIVERSITIES

Summary/Abstract: The wellbeing and performance of teachers is related to how well they can deal with the demands of their workplace. It is thought that these changes may indirectly foster engagement and performance at a more advanced level. University teachers commonly experience high stress levels which impact their relationships with students and their overall teaching effectiveness. The adoption of early intervening or preventive strategies helps teachers develop positive coping mechanisms which reduces stress and its consequences. Also, teachers’ social and emotional competencies significantly affect student wellbeing and impact the relations teachers have with their students and the management of the classroom. This paper focuses on the results of a survey conducted to assess how mindful ESP teachers from Lithuanian and Greek universities are and whether mindfulness aids them in performing daily professional tasks. From our findings, most of the ESP teachers in Lithuania and Greece reported being stressed with the work they have to do. They find techniques for managing stress very helpful. Nevertheless, some Greek and Lithuanian ESP teachers never wonder about mindfulness-based questions, which suggests such teachers could become more actively involved in mindfulness-based programs. Although Lithuanian and Greek teachers have common techniques in managing work-related stress, the emphasis and frequency and of these techniques is different. The study shows that Lithuanian teachers are more engaged with mindful questions about values and personal achievements, whereas Greek teachers reflect more frequently on the present moment, indicating a situational approach to mindfulness. Understanding these differences can help to provide important insights into the approach of university teachers in each country towards well-being and personal fulfilment. The paper concludes by considering implications for future practice and research.

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