Lockdown efforts introduced as response to the coronavirus disease 2019 (COVID-19) pandemic has impacted various facets of life including the educational sector. This study focuses on teachers’ mental health during this period. Research indicates positive mental health offsets negative impact of stress. The relationship of mental health assets such as psychological well-being, and mindfulness to COVID-19 event related stress is examined in this study. Teachers in India were approached through social media using snowball sampling to complete a survey. The survey consisted of the short version of Scales of Psychological Well-being (SPWB; Ryff, 1989), Cognitive and Affective Mindfulness Scale – Revised (CAMS-R; Feldman et al., 2007), and Impact of Event Scale – Revised (IES-R; Creamer, Bell, & Failla, 2003). Results indicate that there is moderate negative correlation between psychological well-being and impact of event, and between mindfulness and impact of event. Psychological well-being and mindfulness and positively correlated. This indicates that presence of positive mental health components can imply lower stress response during the pandemic. Further study will help identify causal direction among the variables, which can inform mental health programs.

Psychological well-being (PWB) is an indicator of the optimal functioning of individuals and can act as psychological capital. Studying PWB among school teachers can help identify factors that can prevent burnout, cope with stress, and effectively manage their classroom. This study analyses the relationship between PWB, mindfulness, and emotional intelligence of school teachers and examines the predictive capability of mindfulness and emotional intelligence for PWBs. This study uses a correlational research design. Participants (N=125) consist of female teachers recruited from English medium private schools in Bangalore, India, through a convenience sampling method. Data were collected using a survey consisting of a demographic information sheet, Scales of Psychological Well-Being (Ryff, 1989), Five Facets of Mindfulness Questionnaire (Baer et al., 2006), and Assessing Emotions Scale (Schutte et al., 2009). Results reveal that PWB has a strong association with mindfulness and a moderate association with emotional intelligence. The association between mindfulness and emotional intelligence is moderate. Data shows that mindfulness and emotional intelligence contributed to higher variance in PWB than only mindfulness. Thus, mindfulness and emotional intelligence may impact the PWB of school teachers and should be considered for school mental health programmes.

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