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This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher's self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher's Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale -which distinguished between intrapersonal and interpersonal mindfulness-, Teacher's Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers' implication in the education field., Author(s): Nieves Moyano [sup.1] , Maria C. Perez-Yus [sup.2] [sup.3] , Paola Herrera-Mercadal [sup.3] [sup.4] , Mayte Navarro-Gil [sup.2] [sup.3] , Sandra Valle [sup.4] , Jesus Montero-Marin [sup.5] Author Affiliations: [...]

Mindfulness in the educational field provides several benefits. The assessment of mindfulness is a fundamental previous step for evidence-based interventions. Therefore, the present study aimed to adapt and validate the Mindfulness in Teaching Scale (MTS) among Spanish teachers. This scale comprises 14 items on two dimensions: intrapersonal and interpersonal. The sample comprised 398 teachers (31% males, 68% females) whose ages ranged from 25 to 69 years (M = 44.14; SD = 10.16). Once the scale was adapted in Spanish, we examined its psychometric properties. To do so, we conducted a Confirmatory Factor analysis (CFA), which supported the two-factor structure. As evidence for validity, the MTS scores correlated with perceived teaching self-efficacy. The reliability values using Cronbach's alpha were good. This scale has adequate psychometric properties and is useful for assessing mindfulness among Spanish teachers. We discuss its implications for the education field., Author(s): Nieves Moyano [sup.1] , Mayte Navarro-Gil [sup.2] [sup.3] , María C. Pérez-Yus [sup.2] [sup.3] , Paola Herrera-Mercadal [sup.3] [sup.4] , Sandra Valle [sup.4] Author Affiliations: (1) grid.21507.31, 0000 0001 [...]