Abstract
This research aimed to investigate the effectiveness of character empowerment training in mindfulness and organizational commitment of Elementary school teachers in Yazd City during the academic year 2021-2022. The applied research method employed a semi-experimental design with a pretest-posttest design, including a control group. The statistical population was all Elementary school teachers in Yazd city,30 people were selected by available sampling method. The research tools used were Langer's mindfulness questionnaire (2004) and Navi et al.'s organizational commitment Questionnaire (2015). The reliability coefficient of the questionnaires was obtained by Cronbach's alpha method, 0.65 and 0.81, respectively. For the experimental group, character empowerment training was provided for2 months, comprising12 sessions of 50 minutes each. To analyze the data using SPSS 26 software, (ANCOVA) tests was conducted, employing the MANCOVA text. Based on the research findings, teaching character empowerment increased mindfulness in teachers in the experimental group(59/66). On the other hand, there was no significant difference between the experimental and control groups in terms of organizational commitment. mindfulness, being alert in current experiences is associated with acceptance, and performing character empowerment exercises that require targeted attention to the present, therefore, performing these types of exercises throughout the duration of education increases teachers' mindfulness.
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