Psychometric properties of the mindfulness in teaching scale among Spanish teachers

Moyano, Nieves; Navarro-Gil, Mayte; Pérez-Yus, María C.; Herrera‐Mercadal, Paola; Valle, Sandra Costa

doi:10.1007/s12144-021-01600-2

Cited by 4 publications

(3 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As proposed in our first hypothesis, results from CFA confirmed the 2-related-factor structure of the original scale (Frank et al, 2016), distinguishing Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. These findings are consistent with previous validation studies of the MTS in countries like China (Li et al, 2019;Ma et al, 2022), Turkey (Gördesli et al, 2019), South Korea (Kim & Singh, 2018), and Spain (Moyano et al, 2021). This 2-related-factor model was invariant across teachers' sex, teaching years and educational levels taught by the participating teachers, allowing future comparisons in MTS-PT scores across these samples and contexts.…”

Section: Discussionsupporting

confidence: 89%

See 1 more Smart Citation

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers

Barata-Gonçalves,

Pires,

Carona

et al. 2024

Mindfulness

View full text Add to dashboard Cite

Objectives In recent years, there has been an increasing interest in scientific research examining the impact of mindfulness on teacher well-being and its implications for education. Thus, it is vital to have psychometrically robust measures suitable for educational settings. The current study aimed to validate a Portuguese version of the Mindfulness in Teaching Scale (MTS-PT). Method The MTS-PT was administered to a sample of teachers (n = 863), along with self-report measures and indicators of teacher well-being: job satisfaction, positive and negative affect, loneliness and positive solitude, self-compassion, and dispositional mindfulness. We examined the MTS-PT factorial validity, the reliability of its facets, convergent and divergent validity, factorial invariance, and assessed mean differences of its scores across teachers’ sociodemographic characteristics. Results Confirmatory Factor Analysis supported the original 2-related-factor structure of the MTS distinguishing Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. This model was invariant across sex, teaching years and educational levels taught by the participating teachers. Inferential tests revealed that more experienced teachers reported higher levels of intrapersonal mindfulness while elementary school teachers reported higher levels of interpersonal mindfulness. Reliability values were adequate to good in both dimensions. The MTS-PT subscales correlated positively with teacher well-being indicators, and inversely with negative affect and loneliness. Conclusions Overall, findings support the psychometric adequacy of the MTS-PT, suggesting that it is a reliable and valid self-report measure of teachers’ mindfulness. This instrument can bring relevant insights about teachers’ mindfulness facets and provide useful indications for the development and assessment of mindfulness-based interventions for teachers.

show abstract

Section: Discussionsupporting

confidence: 89%

“…Since MTS addressed a very important gap, it has already been adapted and validated in Spain (Moyano et al, 2021), Korea (Kim & Singh, 2018), Turkey (Gördesli et al, 2019), and China (Li et al, 2019;Ma et al, 2022). Overall findings support that the MTS is a valid and reliable measurement tool.…”

supporting

confidence: 53%

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers

Barata-Gonçalves,

Pires,

Carona

et al. 2024

Mindfulness

View full text Add to dashboard Cite

show abstract

“…We used the validated Spanish version from Moyano et al (2021). It consists of a self-reported measure that assesses how teachers focus on daily activities, emotions, sensitization, self-regulation and responsibility, and includes 14 items answered on a 5-point Likert-type scale (from 1 = "never", to 5 = "always").…”

Section: Mindfulness In Teaching Scale (Mts; Frank Et Al 2016)mentioning

confidence: 99%

Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness

et al. 2021

Self Cite

View full text Add to dashboard Cite

This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher’s self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher’s Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale –which distinguished between intrapersonal and interpersonal mindfulness-, Teacher’s Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers´ implication in the education field.

show abstract

Mindfulness in Teaching and Education

2024

Mindfulness in Behavioral Health

View full text Add to dashboard Cite

Psychometric properties of the mindfulness in teaching scale among Spanish teachers

Cited by 4 publications

References 40 publications

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers

Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness

Mindfulness in Teaching and Education

Contact Info

Product

Resources

About