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Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/140926
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| Title: | The relationship of teacher well-being, resilience, and mindfulness: using mindfulness as a mediator |
| Authors: | 葉玉珠
Yeh, Yu-chu
Ting, Yu-Shan |
| Contributors: | 師培中心 |
| Date: | 2021-11 |
| Issue Date: | 2022-07-28 09:14:53 (UTC+8) |
| Abstract: | With the outbreak of a pandemic, and the implementation of new curriculum reform in Taiwan, the front-line secondary school teachers have faced increasing stress and challenges. Thus, it is important to understand current teachers’ possession of positive psychological capital. This study aimed at exploring the current situation of secondary school teachers’ mindfulness, well-being, and resilience, as well as examining a path model regarding the relationship of mindfulness, well-being, and resilience. A total of 205 secondary school teachers participated in this study, including 92 junior high school teachers and 113 senior high school teachers. The employed inventories included Teacher Well-being Inventory, Teacher Resilience Inventory, and Teacher Mindfulness Inventory. The result revealed that secondary school teachers had a high level of mindfulness, well-being, and resilience. Regarding the path model, the proposed model was acceptable: χ2 (N = 205, df = 24) = 94.859 (p < .001), GFI = .905, AGFI = .821, and RMR = .027. The path model analysis revealed that secondary school teachers’ well-being and mindfulness directly influenced resilience, and well-being indirectly influenced their resilience through mindfulness. These findings suggested that mindfulness was a mediator of well-being, and resilience among secondary school teachers, which shed light on how to promote secondary school teachers’ resilience. |
| Relation: | The Asian Conference on Education (ACE2021), IAFOR |
| Data Type: | conference |
| Appears in Collections: | [師資培育中心] 會議論文
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