@article{eprints1004,
           title = {The Comparison of Mindfulness Techniques Teaching Effects on Improving Teachers Occupational and Students Academic Performance},
          author = {Fereshteh Allipour and Vida Andishmand},
          number = {1},
       publisher = {Scienceline Publication, Ltd},
         journal = {Journal of Educational and Management Studies},
            year = {2020},
           month = {March},
          volume = {10},
           pages = {08--21},
        keywords = {Mindfulness techniques, Academic performance of students, Teachers' occupational performance},
             url = {http://eprints.science-line.com/id/eprint/1004/},
        abstract = {The purpose of this study was to compare the effectiveness of Mindfulness Training on teachers' job performance and academic performance of students. The present study was a pre-test and post-test design with control groups. The statistical population of the study consisted of all students and teachers of Shahid Mahdavi's sophomore non-governmental elementary school in Kerman province in the academic year 1397-1398. Using random sampling method, 40 teachers from all bases and 40 students were randomly selected and the subjects of both groups were randomly divided into two experimental and control groups (each group, 20 students and teachers). Subsequently, awareness sessions were conducted on them. After completing the training, they were re-tested. The tool used in this research was the teacher-occupation performance questionnaire (2010) and Pham and Tyler's (1999) academic performance questionnaire. Data were analyzed using SPSS-24 software and covariance analysis. The results showed a significant improvement in the teachers' job performance scores and the academic performance of the students in the experimental group compared with the control group at the level of p {\ensuremath{<}}0.05). The present study showed that mindfulness education can help to improve the occupational and academic performance of teachers and students groups. From the tables and the results of the research hypotheses, it is concluded that Mindfulness training in occupational performance has not been affected by the function of task performance. Mindfulness education has been more influential on the underlying performance and further increased. Mindfulness education in academic performance exerts much emotional impact but it has not influenced planning. The impact on moderate motivation will slightly increase self-efficacy, but little impact on the lack of outcome control. And finally, the result of the covariance analysis revealed that teaching mindfulness techniques had been more effective on teachers? occupational performance than students? academic improvement.}
}