Measuring teacher mindfulness has implications for understanding and enhancing teachers' well-being. This study therefore aimed to examine the psychometric properties of the Chinese version of the Mindfulness in Teaching Scale (MTS-C). Two independent samples (Sample 1 includes 151 in-service teachers, Sample 2 includes 229 pre-service teachers) completed the MTS-C and theoretically relevant measures (i.e., attitudes, self-esteem, self-efficacy, and life satisfaction). In addition, a subsample of Sample 2 completed the MTS-C again one month later. Results of exploratory factor analysis and confirmatory factor analysis supported the two-factor model of the MTS-C. The MTS-C was generally associated with the concurrent measures. Furthermore, the scale also demonstrated good internal consistency and test–retest reliability. These findings suggest that the MTS-C is a reliable and valid tool for research and practical applications among Chinese teachers. Copyright © 2019 by the authors.
|Journal||International Journal of Environmental Research and Public Health|
|Publication status||Published - Jul 2019|
CitationLi, C., Kee, Y. H., & Wu, Y. (2019). Psychometric properties of the Chinese version of the mindfulness in teaching scale. International Journal of Environmental Research and Public Health, 16(13). Retrieved from https://doi.org/10.3390/ijerph16132405