Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore.
School of Physical Education and Sports Science, Fujian Normal University, Fuzhou 350117, China.
Int J Environ Res Public Health. 2019 Jul 6;16(13):2405. doi: 10.3390/ijerph16132405.
Measuring teacher mindfulness has implications for understanding and enhancing teachers' well-being. This study therefore aimed to examine the psychometric properties of the Chinese version of the Mindfulness in Teaching Scale (MTS-C). Two independent samples (Sample 1 includes 151 in-service teachers, Sample 2 includes 229 pre-service teachers) completed the MTS-C and theoretically relevant measures (i.e., attitudes, self-esteem, self-efficacy, and life satisfaction). In addition, a subsample of Sample 2 completed the MTS-C again one month later. Results of exploratory factor analysis and confirmatory factor analysis supported the two-factor model of the MTS-C. The MTS-C was generally associated with the concurrent measures. Furthermore, the scale also demonstrated good internal consistency and test-retest reliability. These findings suggest that the MTS-C is a reliable and valid tool for research and practical applications among Chinese teachers.
测量教师正念对理解和增强教师的幸福感具有重要意义。因此，本研究旨在检验中文版教学正念量表（MTS-C）的心理测量学特性。两个独立的样本（样本 1 包括 151 名在职教师，样本 2 包括 229 名职前教师）完成了 MTS-C 和理论相关的测量（即，态度、自尊、自我效能感和生活满意度）。此外，样本 2 的一个子样本在一个月后再次完成了 MTS-C。探索性因素分析和验证性因素分析的结果支持了 MTS-C 的两因素模型。MTS-C 通常与同期的测量结果相关。此外，该量表还表现出良好的内部一致性和重测信度。这些发现表明，MTS-C 是一种可靠和有效的工具，可用于中国教师的研究和实际应用。
