The Relationship of Teacher Well-being, Resilience, and Mindfulness: Using Mindfulness as a Mediator


With the outbreak of a pandemic, and the implementation of new curriculum reform in Taiwan, the front-line secondary school teachers have faced increasing stress and challenges. Thus, it is important to understand current teachers’ possession of positive psychological capital. This study aimed at exploring the current situation of secondary school teachers’ mindfulness, well-being, and resilience, as well as examining a path model regarding the relationship of mindfulness, well-being, and resilience. A total of 205 secondary school teachers participated in this study, including 92 junior high school teachers and 113 senior high school teachers. The employed inventories included Teacher Well-being Inventory, Teacher Resilience Inventory, and Teacher Mindfulness Inventory. The result revealed that secondary school teachers had a high level of mindfulness, well-being, and resilience. Regarding the path model, the proposed model was acceptable: χ2 (N = 205, df = 24) = 94.859 (p < .001), GFI = .905, AGFI = .821, and RMR = .027. The path model analysis revealed that secondary school teachers’ well-being and mindfulness directly influenced resilience, and well-being indirectly influenced their resilience through mindfulness. These findings suggested that mindfulness was a mediator of well-being, and resilience among secondary school teachers, which shed light on how to promote secondary school teachers’ resilience.

Author Information
Yu-Shan Ting, National Chengchi University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan

Paper Information
Conference: ACE2021
Stream: Teaching Experiences

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Posted by James Alexander Gordon