The mediating role of mindfulness and emotion regulation in the relationship between teacher self-compassion and work engagement among EFL teachers: A serial mediation model

Abstract

This study investigates the role of self-compassion in fostering work engagement among English as a foreign language (EFL) teachers, employing a serial mediation model that incorporates mindfulness and emotion regulation as potential mediating variables. Utilizing a cross-sectional design, the researchers examined self-reported data from 322 EFL teachers in Iran. Participants were recruited using a convenience sampling strategy, reaching out to directors of private language institutes across various districts who then distributed the survey to their teachers. Standardized measures were used to assess self-compassion, dispositional mindfulness, and emotion regulation strategies. The findings provide robust support for the hypothesized model, revealing a significant positive association between self-compassion and work engagement, partially mediated by both mindfulness and emotion regulation. These results suggest that cultivating self-compassion among EFL teachers may be a valuable strategy to enhance their overall well-being and promote a more engaged and fulfilling work experience. The study contributes to the advancement of knowledge regarding teacher well-being and offers practical implications for the development of interventions targeting self-compassion, mindfulness, and emotion regulation within educational settings.