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Objectives <p>Evaluating self-reported mindfulness in teaching is necessary to understand teachers’ classroom awareness and presence. Mindfulness could improve their professional practices across different educational levels. Therefore, we aimed to translate the Mindfulness in Teaching Scale (MTS) into Arabic and evaluate its psychometric properties among Arab teachers, creating the Mindfulness in Teaching Scale for Arab Teachers (MTS-AT). Mindfulness in teaching encompasses two key dimensions: interpersonal mindfulness, which involves presence and awareness in interactions with students, and intrapersonal mindfulness, reflecting self-awareness and emotional regulation in the teaching context.</p> Method <p>A cross-sectional study was conducted with 700 teachers from various Arab-speaking countries, utilizing an online data collection method. The construct validity of the MTS-AT was evaluated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The reliability of the MTS-AT was assessed by examining internal consistency and stability, as well as convergent and discriminant validity. Furthermore, measurement invariance was analyzed across gender, years of teaching experience, and educational levels taught. Measurement stability was also assessed. Finally, Exploratory Graph Analysis (EGA) was employed to explore the dimensional structure of the MTS-AT.</p> Results <p>The construct validity and network analysis confirmed the two-factor structure of the MTS-AT among Arab educators. This model demonstrated invariance across several factors, including gender, years of teaching experience, and educational levels taught. The reliability and convergent and discriminant validity metrics were satisfactory in both dimensions.</p> Conclusions <p>The MTS-AT can offer insightful information about mindfulness-related topics and practical indicators for creating and assessing teacher mindfulness-based interventions. It can also identify teachers needing support, help design targeted mindfulness interventions, and evaluate their effectiveness in improving teaching practices.</p>

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Mindfulness in Teaching: Translation, Psychometric Evaluation, and Network Estimation of the Mindfulness in Teaching Scale (MTS) for Arab Teachers

  • 期刊论文

  • 发表日期：

    2025年4月5日

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  • Ayoub Hamdan Al-Rousan,
  • Mohammad Nayef Ayasrah,
  • Amal Jamal Al Khatib,
  • Shimaa Mkhymr Salih yahya,
  • Asma Nayef Ayasrah

摘要

Objectives

Evaluating self-reported mindfulness in teaching is necessary to understand teachers’ classroom awareness and presence. Mindfulness could improve their professional practices across different educational levels. Therefore, we aimed to translate the Mindfulness in Teaching Scale (MTS) into Arabic and evaluate its psychometric properties among Arab teachers, creating the Mindfulness in Teaching Scale for Arab Teachers (MTS-AT). Mindfulness in teaching encompasses two key dimensions: interpersonal mindfulness, which involves presence and awareness in interactions with students, and intrapersonal mindfulness, reflecting self-awareness and emotional regulation in the teaching context.

Method

A cross-sectional study was conducted with 700 teachers from various Arab-speaking countries, utilizing an online data collection method. The construct validity of the MTS-AT was evaluated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The reliability of the MTS-AT was assessed by examining internal consistency and stability, as well as convergent and discriminant validity. Furthermore, measurement invariance was analyzed across gender, years of teaching experience, and educational levels taught. Measurement stability was also assessed. Finally, Exploratory Graph Analysis (EGA) was employed to explore the dimensional structure of the MTS-AT.

Results

The construct validity and network analysis confirmed the two-factor structure of the MTS-AT among Arab educators. This model demonstrated invariance across several factors, including gender, years of teaching experience, and educational levels taught. The reliability and convergent and discriminant validity metrics were satisfactory in both dimensions.

Conclusions

The MTS-AT can offer insightful information about mindfulness-related topics and practical indicators for creating and assessing teacher mindfulness-based interventions. It can also identify teachers needing support, help design targeted mindfulness interventions, and evaluate their effectiveness in improving teaching practices.