ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Amid growing international recognition of mindfulness in education, this pioneering study in the Philippine context examines its tangible effects on teaching effectiveness and career satisfaction among educators in Dipolog City. This study investigated the influence of teachers’ mindfulness skills (observing, describing, awareness, and acceptance/allocation) on instructional proficiency and job satisfaction among 1,354 public elementary and secondary teachers in Dipolog City during Academic Year 2024–2025. Using the Kentucky Inventory of Mindfulness Skills (KIMS), a PPST-aligned Instructional Proficiency Scale, and a Job Satisfaction Survey, the research employed quantitative methods, including descriptive statistics and inferential tests (Mann-Whitney U, Kruskal-Wallis, and Spearman Rank-Order Correlation). Key findings revealed: (1) Most teachers were female, experienced, and held advanced degrees, yet over one-third had no prior mindfulness training; (2) Teachers exhibited high mindfulness skills and “proficient” instructional proficiency, with significant variations tied to education and training attendance—but not sex; (3) Job satisfaction was “highly satisfied,” influenced by experience and professional development; (4) While mindfulness correlated with job satisfaction, no significant link emerged with instructional proficiency. The study concludes that mindfulness enhances well-being but may not directly improve teaching performance. Professional development and equitable workplace policies significantly bolster job satisfaction. Recommendations include: (a) institutionalizing mindfulness programs and continuing education for teachers; (b) policy reforms to expand training access and review compensation; and (c) future mixed-methods or longitudinal research to explore mindfulness’s nuanced impacts. Keywords: Teachers’ Mindfulness, Teaching Proficiency, Job Satisfaction, KIMS, PPST, Professional Development