Development and preliminary validation studies of the Mindfulness Skills in Teaching

Abstract

This study presents the development and first validation studies of the Mindfulness Skills inTeaching Questionnaire (MSTQ), a self-report tool assessing teachers’ perceived mindfulnessduring instruction. In the first study, exploratory factor analysis (N=126) supported a two-factor structure: Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness.In the second study, confirmatory factor analysis (N=259) indicated good model fit.Comparisons with the Cognitive and Affective Mindfulness Scale-Revised adapted forteaching highlight the MSTQ’s domain specificity. The MSTQ shows robust psychometricproperties for assessing mindfulness skills in one-to-one teaching settings, with implicationsfor research in teacher well-being and professional development.