Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale

Abstract

Measuring teacher mindfulness has implications for understanding and enhancing teachers’ well-being. This study therefore aimed to examine the psychometric properties of the Chinese version of the Mindfulness in Teaching Scale (MTS-C). Two independent samples (Sample 1 includes 151 in-service teachers, Sample 2 includes 229 pre-service teachers) completed the MTS-C and theoretically relevant measures (i.e., attitudes, self-esteem, self-efficacy, and life satisfaction). In addition, a subsample of Sample 2 completed the MTS-C again one month later. Results of exploratory factor analysis and confirmatory factor analysis supported the two-factor model of the MTS-C. The MTS-C was generally associated with the concurrent measures. Furthermore, the scale also demonstrated good internal consistency and test–retest reliability. These findings suggest that the MTS-C is a reliable and valid tool for research and practical applications among Chinese teachers.

Psychometric properties of the mindfulness in teaching scale among Spanish teachers

“…According to the first hypothesis, the CFA confirmed a two-factor structure of the scale, similarly to the original proposal by Frank et al (2016), by distinguishing two dimensions: intrapersonal and interpersonal Mindfulness. These findings fall in line with what was found in previous validation studies into the MTS in countries like China (MTS-C), Turkey (MTS-T) and South Korea (MTS-K), where the same two-factor structure was found (Gördesli et al, 2019;Kim & Singh, 2018;Li et al, 2019). On the one hand, the intrapersonal dimension was made up of eight items (1,2,3,4,5,6,8,9) as item 7 was eliminated for statistical and conceptual reasons, as indicated in the Results section.…”

“…As evidence for validity, we expected: the higher the level of intrapersonal and interpersonal mindfulness, the greater the self-efficacy reported by teachers in all its dimensions, that is, better use of strategies, classroom management, and greater student engagement. Although no other previous studies have directly addressed how teacher mindfulness is related to student engagement, this being a line still to be developed, as recently indicated by Guidetti et al (2019), previous studies using the MTS suggest that both dimensions of the MTS are associated with greater teacher self-efficacy (" Li et al, 2019;Tschannen-Moran & Woolfolk Hoy, 2001), which would therefore have a positive influence with respect to their students'well-being (Romano et al, 2020)…”

“…The reliability of both factors was good with Cronbach's alpha values equaling .87 and .71, respectively, and these factors moderately correlated with one another (r = .35). Validations of this scale have been made in different countries: Korea (Kim & Singh, 2018), Turkey (Gördesli et al, 2019), China (Li et al, 2019). However, there is still no adaptation into Spanish.…”

Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness

“…Similarly, there might be disagreements between teachers’ reported autonomy-supportive teaching and students’ perceptions. It would be also interesting to examine whether teacher mindfulness can attenuate the potential disagreements [34]. Finally, as there are both “bright” and “dark” pathways from interpersonal styles to the three basic psychological needs [32], future research may test the interactive effect of controlling teaching and mindfulness on need satisfaction/frustration.…”

Studi Validitas dan Reliabilitas Mindfulness in Teaching Scale Indonesia

“…Alat ukur ini memiliki reliabilitas yang masuk dalam kategori sedang dan hasil CFA dengan kategori excellent fit (TLI = 0,969; CFI = 0,974; RMSEA = 0,038) (Frank et al, 2016). Dalam perkembangannya, alat ukur MTS telah divalidasi di berbagai negara dengan bahasa yang berbeda, yaitu bahasa Korea (Kim, E., Singh, 2018), bahasa Turki (Gördesli et al, 2019), dan bahasa Cina (Li et al, 2019). Alat ukur MTS yang telah divalidasi di beberapa negara ini digunakan untuk mengukur mindfulness pada guru dari berbagai jenjang dan telah terbukti memiliki reliabilitas dan validitas yang baik.…”