Investigating Grit and Mindfulness in Teaching as Predictors of Teaching Effectiveness of Math Pre-Service Teachers

Abstract

Non-cognitive traits like grit and mindfulness are increasingly recognized as important for effective teaching, especially among future teachers who are still learning to navigate the challenges of classroom practice. This study looked at how well grit and awareness in teaching can predict how well math teachers-to-be at a state college in Davao de Oro, Philippines, will do in their jobs. A descriptive–correlational study design was used with 73 fourth-year pre-service teachers majoring in mathematics and pursuing a Bachelor of Secondary Education. A complete listing chose them. Adapted and tested instruments were used to collect data on grit in teaching, mindfulness in teaching, and teaching success. We used descriptive statistics, Pearson product–moment correlation, and multiple regression models to look at the data. The respondents demonstrated a great deal of grit and mindfulness in their teaching, as well as a very high level of success as teachers. There were strong, positive links found between grit and how well you teach, and between being aware while teaching and how well you teach. More research showed that persistence in teaching and interpersonal awareness were strong predictors of how well teachers would do their jobs, together explaining 57.8% of the variation. These results back theories that say persistence, self-control, and social interaction are important factors in how well a teacher does their job. The study concludes that math teachers-to-be who work on their grit and awareness may be better at their jobs. It suggests that schools that train teachers include grit- and mindfulness-based activities in their classes to help future teachers grow professionally in all areas.