Abstract
This study examined the relationship between prospective teachers' mindfulness and their goal-setting proficiency. A correlation research method was used. Through a multi-stage random sampling process, a sample of 500 prospective teachers who were pursuing a BS in Education was chosen for data collection. 372 prospective teachers returned their questionnaires. Cronbach's Alpha value measured the reliability, and expert opinion was used to establish the validity of two instruments that were developed by the researcher. After collecting the data, analysis was applied that indicated a positive,moderate, and significant relationship between mindfulness and prospective teachers' goal-setting proficiency, which means prospective teachers, who believed they were mindful, showed an inclination towards having goal-setting proficiency as well. Qualitative, as well as quantitative research must be conducted to increase knowledge and fill the gaps in the literature about the potential of mindfulness and goal-setting proficiency of prospective teachers.
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