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

2024-02Artigo científico Acesso aberto
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dc.contributor.authorBarata-Gonçalves, Miguel
dc.contributor.authorPires, Luis
dc.contributor.authorCarona, Carlos
dc.contributor.authorDamas, Carlos A. M. de C. e
dc.contributor.authorCoimbra, Daniela
dc.contributor.authorLima, Margarida Pedroso de
dc.contributor.authorFrank, Jennifer L.
dc.contributor.authorOliveira, Albertina L.
dc.contributor.institutionCentro de Estudos em Música (CESEM - NOVA FCSH)
dc.contributor.pblSpringer Verlag
dc.date.accessioned2025-01-02T21:24:24Z
dc.date.available2025-01-02T21:24:24Z
dc.date.issued2024-02
dc.descriptionUIDB/00693/2020 UIDP/00693/2020 2021.04883.BD
dc.description.abstractObjectives: 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent10
dc.format.extent656556
dc.identifier.doi10.1007/s12671-023-02283-5
dc.identifier.issn1868-8527
dc.identifier.otherPURE: 105163069
dc.identifier.otherPURE UUID: 9bb522b8-2c8f-4f30-ac01-f038ab30929f
dc.identifier.otherORCID: /0000-0001-8767-6799/work/149832534
dc.identifier.urihttp://hdl.handle.net/10362/176945
dc.identifier.urlhttps://link.springer.com/article/10.1007/s12671-023-02283-5#ethics
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00693%2F2020/PT
dc.relationCentre for the Study of the Sociology and Aesthetics of Music
dc.relationCentre for the Study of the Sociology and Aesthetics of Music
dc.titlePsychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachersen
dc.typejournal article
degois.publication.firstPage
degois.publication.lastPage
degois.publication.titleMindfulness
degois.publication.volume15
dspace.entity.typePublication
oaire.awardNumberUIDB/00693/2020
oaire.awardNumberUIDP/00693/2020
oaire.awardTitleCentre for the Study of the Sociology and Aesthetics of Music
oaire.awardTitleCentre for the Study of the Sociology and Aesthetics of Music
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00693%2F2020/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00693%2F2020/PT
oaire.fundingStream6817 - DCRRNI ID
oaire.fundingStream6817 - DCRRNI ID
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublicationecf4db0d-71fe-4ce7-8a1b-12df4c08ae30
relation.isProjectOfPublication57a5b729-9576-434a-ab50-93a26de855f9
relation.isProjectOfPublication.latestForDiscovery57a5b729-9576-434a-ab50-93a26de855f9

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