The Relative Contribution of Teaching Mindfulness to Emotional Empathy among Teachers within Nazareth District in Light of some Variables

Abstract

The study aimed to identify the relative contribution of teaching mindfulness to emotional empathy among teachers in the Nazareth District in the light of some variables. The descriptive correclational methodology was used. The teaching mindfulness scale, and the emotional empathy scale represented the study tools for the study, after ensuring their validity and reliability. The study sample consisted of (558) teachers who were randomly chosen. The results showed that there were no statistically significant differences in the study sample estimates to mindfulness, according to all demographic variables, and to the three dimensions of mindfulness dimensions separately, according to the (Gender, Academic qualification, and Experience) variables, and the presence of statistically significant differences in the dimension of calm due to (School level) variable, in favor of kindergarten teachers. The results also showed a statistically significant difference in the crying response dimension, due to (Gender) variable in favor of females, and the (Experience) variable (10-20 years), and the absence of statistically significant differences for the six dimensions individually, due to the (Academic qualification) variable, and the absence of a statistically significant difference for Empathy, (as a whole), due to (Gender, Academic qualification, and Experience variables), and a statistically significant difference according to the (School level) variable in favor of kindergarten teachers.