Author(s): Barata-Gonçalves, Miguel ; Damas, A. M. de Carvalho e ; Pires, Luis ; Carona, Carlos ; Czajkowski, Anne-Marie ; Lima, Margarida ; Oliveira, Albertina
Date: 2025
Persistent ID: http://hdl.handle.net/10174/38643
Origin: Repositório Científico da Universidade de Évora
Subject(s): Mindfulness Skills in Teaching; Teacher Well-being; One-to-one teaching; Professional Development; Self-report assessment
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.
