Abstract
The Mindfulness in Teaching Scale (MTS) is a self-report measure of teacher mindfulness. The purpose of the present study was to explore the factor structure and the psychometric properties of the Korean version of the MTS (MTS-K). First, as in the original measure, two distinct factors measuring teacher interpersonal mindfulness and teacher intrapersonal mindfulness were found in a sample of Korean teachers (n = 161; age range = 22–60 years). Second, confirmatory factor analysis with a second sample of Korean teachers (n = 243; age range = 22–62 years) showed that the two-factor structure is appropriate, and each sub-factor revealed a good internal consistency. Third, both subscales of the MTS-K correlated positively with dispositional mindfulness, teacher efficacy, and job satisfaction, and negatively with job stress and teacher burnout. The data suggest that MTS and MTS-K have a similar conceptual organization regarding teacher mindfulness in the school context.
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Funding
Preparation of this article was supported by a National Research Foundation of Korea (NRF) grant (NRF-2010-361-A00008) funded by the Korean Government (MEST). The MTS-K is available from the first author.
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Ethical Statement
All procedures performed in studies involving human participants were in accordance with the ethical standards of the Wonkwang University research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants included in the study.
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Kim, E., Singh, N.N. Psychometric Properties of the Korean Version of the Mindfulness in Teaching Scale. Mindfulness 9, 344–351 (2018). https://doi.org/10.1007/s12671-017-0871-2
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DOI: https://doi.org/10.1007/s12671-017-0871-2