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Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale

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  • Chunxiao Li

    (Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
    School of Physical Education and Sports Science, Fujian Normal University, Fuzhou 350117, China
    Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China)

  • Ying Hwa Kee

    (Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore)

  • Yandan Wu

    (School of Physical Education and Sports Science, Fujian Normal University, Fuzhou 350117, China)

Abstract

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.

Suggested Citation

  • Chunxiao Li & Ying Hwa Kee & Yandan Wu, 2019. "Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale," IJERPH, MDPI, vol. 16(13), pages 1-9, July.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:13:p:2405-:d:246219
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    Cited by:

    1. Chunxiao Li & Ying Hwa Kee & Leng Chee Kong & Liye Zou & Ka Lok Ng & Hong Li, 2019. "Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness," IJERPH, MDPI, vol. 16(14), pages 1-11, July.
    2. Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.

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