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Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model

Author

Listed:
  • Pan Yin
  • Chao Huang
  • Xiaochun Yin
  • Fengwan Yang
  • Shi Qiu
  • Daixue Song

Abstract

Based on the theory of meaning construction, this research aims to examine the relationship between mindfulness-based instruction and job satisfaction among educators working in kindergarten settings. Specifically, this study will evaluate whether teachers’ self-efficacy mediates this relationship and explore the potential moderating impact of role maladjustment on this mediation process. A total of 531 kindergarten teachers, mostly females participated in the study by responding to self-administered questionnaires measuring their mindfulness in teaching, teachers’ self-efficacy, role maladjustment, and job satisfaction. The findings indicate that there is a notable and favorable correlation between the practice of mindfulness in teaching and job satisfaction among kindergarten teachers. Additionally, the analysis suggested that teachers’ self-efficacy partially mediated this relationship. These results remained significant even after controlling for demographic variables. Further examination using moderated mediation analysis indicated that role maladjustment did not have a moderating effect on either the direct or indirect links between mindfulness in teaching and job satisfaction. The results highlight the importance of teacher self-efficacy as a mediating factor, emphasizing the role of mindfulness in assisting preschool educators in effectively managing challenges and adversities. This, in turn, enhances emotional regulation and coping skills while cultivating a heightened awareness of personal strengths and abilities, ultimately resulting in greater job satisfaction.

Suggested Citation

  • Pan Yin & Chao Huang & Xiaochun Yin & Fengwan Yang & Shi Qiu & Daixue Song, 2024. "Kindergarten Teachers’ Mindfulness in Teaching and Job Satisfaction: A Moderated Mediation Model," SAGE Open, , vol. 14(4), pages 21582440241, November.
  • Handle: RePEc:sae:sagope:v:14:y:2024:i:4:p:21582440241292899
    DOI: 10.1177/21582440241292899
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