MINDFULNESS AND COGNITIVE FLEXIBILITY AS PREDICTORS OF MENTAL WELL-BEING AMONG UNIVERSITY TEACHING AND NON-TEACHING FACULTY: A MEDIATING ROLE OF JOB STRESS

Abstract

The research will be conducted to find the impact of mindfulness and cognitive flexibility as predictors of mental well-being with mediating role of job stress among university teaching and non-teaching faculty. Previous research was conducted in which job stress relation was found with mindfulness of both social support, Optimism, Life satisfaction, procrastination, etc. This study is unique in the sense that it discusses the mediating role of job stress between mindfulness & mental well-being and also between cognitive flexibility & mental well-being. A purposive sampling technique will be used, and data will be collected from teaching and non- teaching faculty from different universities in Rawalpindi and Islamabad Pakistan.

Job stress is one of the most common health issues in many organizations, particularly among University teaching and non-teaching staff. Moreover, an increase in job stress with low cognitive flexibility and mindfulness may hurt mental well-being. This study provides evidence that job stress hurts mental well-being among university teaching and Non-teaching faculty, and job stress mediates this relationship. The results highlight the importance of the role of support from colleagues and supervisors at the workplace, which may help reduce job stress and improve mental well-being.Sociological and occupational health researchers should not ignore the role of gender when studying work environments and jobs in general. The variable would be marked through cognitive flexibility inventory (Dennis, J. P. & Vander Wal, J. S, 2010), a Mindfulness attention awareness scale (Brown, K.W. & Ryan, R.M, 2003), and work- related stress questionnaire (WSQ) will be used. The data will be analyzed by using a statistical package for social sciences IBM SPSS.