The Role of Affect Regulation in Linking Mindfulness in Teaching and Teachers’ Job Satisfaction: Contrasting One-to-One and Classroom Teaching

The teaching profession and its associated conditions are demanding, exposing teachers to significant stress that adversely impacts mental health and job satisfaction. Moreover, research indicates that mindfulness in teaching correlates with positive classroom emotions and work engagement, suggesting a potential link to job satisfaction. However, the mechanisms underlying this relationship remain underexplored. Recognizing the critical role of affect regulation in teachers’ professional adaptation, this study examined the direct and indirect effects of mindfulness in teaching on job satisfaction via positive and negative affect. A sample of 1098 teachers (906 classroom teachers and 191 one-to-one instrumental/vocal teachers; M age = 48.4 years; 77% women) completed self-report measures of mindfulness in teaching, positive and negative affect, and job satisfaction. Mediation analysis using SPSS Process macro demonstrated that mindfulness in teaching enhances job satisfaction by increasing positive affect and reducing negative affect. Moderated mediation analysis revealed these findings were consistent across both teaching modalities. These results suggest that lifelong education for teachers through mindfulness-based professional development programs within a broader affect regulation framework may effectively enhance job satisfaction in both classroom and one-to-one teaching contexts.