Abstract
Mindfulness in the educational field provides several benefits. The assessment of mindfulness is a fundamental previous step for evidence-based interventions. Therefore, the present study aimed to adapt and validate the Mindfulness in Teaching Scale (MTS) among Spanish teachers. This scale comprises 14 items on two dimensions: intrapersonal and interpersonal. The sample comprised 398 teachers (31% males, 68% females) whose ages ranged from 25 to 69 years (M = 44.14; SD = 10.16). Once the scale was adapted in Spanish, we examined its psychometric properties. To do so, we conducted a Confirmatory Factor analysis (CFA), which supported the two-factor structure. As evidence for validity, the MTS scores correlated with perceived teaching self-efficacy. The reliability values using Cronbach’s alpha were good. This scale has adequate psychometric properties and is useful for assessing mindfulness among Spanish teachers. We discuss its implications for the education field.
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Data Availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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The research was approved by the Research Ethics Committee of the Spanish Autonomous Community of Aragon: CEICA (No. 08/2019; April 24, 2019). This committee is in charge of evaluating all research projects with people or personal data from the University of Zaragoza.
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Moyano, N., Navarro-Gil, M., Pérez-Yus, M.C. et al. Psychometric properties of the mindfulness in teaching scale among Spanish teachers. Curr Psychol 42, 3195–3203 (2023). https://doi.org/10.1007/s12144-021-01600-2
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DOI: https://doi.org/10.1007/s12144-021-01600-2