{"title":"Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Iranian Teachers: Insight from a Network Analysis Approach","authors":"Fatemeh Azadi, Shohreh Dayri, Alireza Kordbagheri, Mohammadreza Kordbagheri","doi":"10.1007/s12671-024-02428-0","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>The Mindfulness in Teaching Scale was developed to assess intrapersonal and interpersonal mindfulness in elementary school teachers, both being key attributes for successful teaching. While the scale has been widely validated, it has not yet been validated with Iranian teachers. The present study sought to translate and validate the Mindfulness in Teaching Scale for Iranian Teachers (MTS-IT).</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>A total of 890 Iranian teachers, selected through random sampling, participated in this cross-sectional study. The construct validity of the MTS-IT was evaluated using exploratory analysis and confirmatory factor analyses. The reliability was examined, including internal consistency and stability for MTS-IT, convergent and discriminant validity, measurement invariance across gender, teaching years, and education level taught, and measurement stability. Finally, Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MTS-IT.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Construct validity and network analysis confirmed the 2-factor structure of MTS-IT among Iranian teachers. This model remained invariant across gender, teaching years, and education levels taught. The reliability and convergent and discriminant validity values were good in both dimensions. MTS-IT subscales showed positive correlations with scores on mindfulness inclination, positive emotions, and self-compassion scales while demonstrating negative correlations with job burnout, negative emotions, and feelings of loneliness (<i>p</i> < 0.001).</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>The validated MTS-IT provides a valuable instrument for teacher training programs and interventions aimed at enhancing mindfulness among Iranian teachers. Teacher training programs can use the MTS-IT to identify teachers who may benefit from additional mindfulness support, allowing for the design of targeted interventions to improve intrapersonal and interpersonal mindfulness.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study is not preregistered.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mindfulness","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s12671-024-02428-0","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
Abstract
Objectives
The Mindfulness in Teaching Scale was developed to assess intrapersonal and interpersonal mindfulness in elementary school teachers, both being key attributes for successful teaching. While the scale has been widely validated, it has not yet been validated with Iranian teachers. The present study sought to translate and validate the Mindfulness in Teaching Scale for Iranian Teachers (MTS-IT).
Methods
A total of 890 Iranian teachers, selected through random sampling, participated in this cross-sectional study. The construct validity of the MTS-IT was evaluated using exploratory analysis and confirmatory factor analyses. The reliability was examined, including internal consistency and stability for MTS-IT, convergent and discriminant validity, measurement invariance across gender, teaching years, and education level taught, and measurement stability. Finally, Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MTS-IT.
Results
Construct validity and network analysis confirmed the 2-factor structure of MTS-IT among Iranian teachers. This model remained invariant across gender, teaching years, and education levels taught. The reliability and convergent and discriminant validity values were good in both dimensions. MTS-IT subscales showed positive correlations with scores on mindfulness inclination, positive emotions, and self-compassion scales while demonstrating negative correlations with job burnout, negative emotions, and feelings of loneliness (p < 0.001).
Conclusion
The validated MTS-IT provides a valuable instrument for teacher training programs and interventions aimed at enhancing mindfulness among Iranian teachers. Teacher training programs can use the MTS-IT to identify teachers who may benefit from additional mindfulness support, allowing for the design of targeted interventions to improve intrapersonal and interpersonal mindfulness.
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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