Abstract
In this study, by translating the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg [1] into Turkish, it was aimed to investigate the psychometric properties of the Turkish version of the scale among Turkish educators. The adaptation study of the scale started with the linguistic equivalence study. After revealing that the scale was equivalent to the original form linguistically, Confirmatory Factor Analysis (CFA) was applied for the construct validity. As a result of CFA, it was observed that the two-factor structure of goodness of fit was excellent (c2/sd=2.111, IFI=.93, CFI=.93, GFI=.95 and RMSEA=.054) whereas the single factor structure was at acceptable level (c2/sd=2.982, IFI=.87, CFI=.87, GFI=.93 and RMSEA=.072) based on the compliance index value calculations. The Cronbach's-alpha internal consistency coefficient was found to be .64 for the Interpersonal Mindfulness subscale, .80 for the Intrapersonal Mindfulness subscale, and .78 for the whole scale. While the corrected item total correlations ranged from .30 to .65, it was found that t-test results for the scores of the upper 27% and lower 27% groups were significant, and the scale indicated significant relationships with the Mindful Attention Awareness Scale (MAAS) (p<.05). In order to determine the test-retest reliability, correlation coefficient was found to be statistically significant in accordance with the measurements made in 3-week interval. Overall findings demonstrated that the Mindfulness in Teaching Scale is a valid and reliable measurement tool for Turkish educators.
Highlights
Educators pursue their educational activities in the classes, which are composed of students with different emotional, social and academic needs
The criterion indices used to test the goodness of fit of the scale are normed chi square value, Tucker-Lewis index (TLI) and comparative fit index (CFI), root mean square error of approximation (RMSEA) and goodness of fit index (GFI) [25]
In the Confirmatory Factor Analysis (CFA) analysis conducted to test the single factor structure of the scale (General Mindfulness in Teaching), the goodness of fit values were found as c2/sd=2.982, IFI=.87, CFI=.87, GFI=.93 and RMSEA=.072 for the 13 item single factor structure after the 2nd item with factor loading below .30 was removed and the necessary modifications were made
Summary
Educators pursue their educational activities in the classes, which are composed of students with different emotional, social and academic needs. Studies conducted in educational organizations show that teachers are under an excessive workload, and one third of them suffer from stress and burn out [3,4,5] It is a well-known premise that negative emotions such as stress and burnout experienced by educators are related with classroom climate and negative behaviors of students [6] as well as with anger and anxiety feelings of students who perceive the behaviors of teachers negatively; related with low motivational levels, too [7]. The results of the studies indicate that being resilient to socio-emotional risk factors and having positive socio-emotional competencies are very crucial for the educator to have personal well-being, to improve the effectiveness of teaching activities and classroom management
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